Planning Considerations

Some tips help the unit run smoothly

• Read through the unit, marking the activities you think are most relevant for your students.
• Consider the learning outcomes from the Queensland Curriculum Syllabus that are most likely to be "worked towards" by students and highlight these.
• Gather together key learning resources used in the unit.
• Contact organisations or venues and book your class excursion or overnight stay.
  Sample Unit Sequence

Tuning in Reef and coastal memorabilia; Card games; Shared reading; and Survey.

• Preparing for the fieldwork: brainstorm;
• Getting ready for the day at the Great Barrier Reef, a beach or coastal area; and
• Caring for the environment.
• Finding out
• Visit an Aquarium, library or Marine Discovery Centre;
• Observing, collecting and recording; and
• Research tasks.

Sorting out:

• Post fieldwork research tasks;
• What we know: knowledge circles;
• Reef or coastal database;
• Mapping the area;
• Signs, posters, television advertisement or Web page;
• Cross-sections or models;
• Issues and values continuum;
• Aboriginal and Torres Strait Islander use of coastal areas; and
• Reef biodiversity.

Going further How is this reef or coastal area different? Food chains; and How have we humans changed the reef or coast?

• How does what we do at home and school impact on the Great Barrier Reef or coast?
• Imagining the future;
• Oil spills and other forms of water pollution:
  Impacts on food webs
• Identifying problems; and
• Taking action

Share understandings

• Revegetation or restoration project;
• Get involved in Waterwatch, Coastcare or another such organisation;
• Promote the Great Barrier Reef;
• PNI brainstorm;
• Using popular culture;
• Problems and solutions;
• Role-plays;
• Get involved;
• Reflection; and
• Identifying emerging issues.

For more information

Great Barrier Reef Marine Park Authority
PO Box 1379
Townsville QLD 4810
Fax: (07) 4750 0700
Email: info@gbrmpa.gov.au