Lesson 2 – 25 minutes

Learning outcomes

  • Identify what it means to feel safe
  • Identify people to talk to if feeling unsafe at the beach
  • Recognise the diverse human and marine communities that make up a beach ecosystem

Preparation

  • Worksheet: Faces and Feelings (optional) Pens/pencils.
  • Whiteboard and markers (optional)
  • Butcher paper and markers (optional)

Discuss

  • Start the lesson by talking about the different feelings that people experience and,
  • Why they experience these feelings (eg, sad, happy, scared, nervous etc.)

Activity 1

  • Use the ‘Faces and Feelings worksheet’ or your facial expressions as a discussion starter.
  • Invite participants to give examples relating to these expressions of how they have felt in different circumstances away from the beach (i.e. a frightened face might be an example of a participant scared to go into large surf)

Discuss

  • The types of things that we as lifesavers have at the beach to make people feel safe (i.e. Red & Yellow flags) or alone, (a stranger starts talking to you, etc)
  • Invite participants to give examples of who they can speak to if they feel unsafe while at the beach (i.e. Lifesaver, Age Manager)
  • Finish the lesson by asking if the participants have any further questions

Activity 2

  • Take the participants on a walk along the beach.
  • As you are walking, ask the following questions:
    • What sorts of things do we find at the beach? (sand, sand dunes, water, shells, rocks, surf clubs, pools, flags, etc).
    • Who uses the beach?
    • What type of animals can you find at the beach?

Discuss

Sit the participants down in a semi-circle on the sand and discuss the following:

  • What do the sea/beach animals use the beach for?
  • How can our actions endanger the animals at the beach (pollution, leaving rubbish, picking up creatures, etc.)
  • Why is it important that we share the beach with the sea/beach animals? (because they both have a right to be there, we need to look after those that can’t always look after themselves, humans are much bigger than some marine creatures etc)
  • What will happen if we don’t look after the sea/beach animals (We could wipe out the creatures from our beach, it could affect the natural eco-system at the beach which can even affect humans, i.e. lack of fish to eat, algae blooms, overpopulation of stingers if their predators are wiped out etc)

Activity 3

  • Ask each participant to think of someone who uses the beach, it can either be a sea/beach animal or a uman. (crab, surfer)
  • Have the participants act as that beach user would. (a crab would walk on 4 legs sideways, a surfer would pretend to ride wave)
  • Draw a line in the sand and nominate one side as the ‘yes’ side and the other as the ‘no’.
  • Ask the following questions to the group and have them move to the side that fits their beach-user
    • Do you use the beach for enjoyment?
    • Do you live at the beach every day?
    • Do you get your food from the beach?
    • Do you like to play in the sand?
    • Do you like to be wet all the time?
      Discuss a couple of participant’s decisions when everyone has finished moving to their side, (i.e. Why did you choose that?

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