1. Students listen/watch waves & paint picture
   1. Artwork of movement of waves using paint
   2. Motion of waves
      1. Movement of wind and waves.
         1. Students physical movements and positions around beach to watch, listen and paint
            1. Discussion on movement of the waves onto the beach and why this might happen
            2. Discussion on where the 90 mile beach in relation to its surrounding environment
            3. Walk down along the beach to finish the session and to visualise their surroundings
            4. Discussion of the sand dunes moving because of wave forces (coastal erosion)
         2. Discussion with students about what they can see, hear, smell and feel is so important
   3. Link to Curriculum
2. Art work made out of 'non living' collected materials
   1. Prior discussions in classroom about the characteristics of 'living' and 'non living' things
      1. Students will collect materials from the different zones of the beach
         1. Prior discussion on the appropriate materials to take away from natural environment and why
         2. use these materials and imagination to make any art work they wish
            1. Using a camera to take pictures of each artwork
            2. Students can use their picture of their art work for further work at school (written story with their artwork for inspiration)
   2. Link to Curriculum
3. Visit to local Art Gallery
   1. 'Arti-Farti' Framing and Gallery
      1. Susan Cox is a renowned Gippsland Artis located in Seaspray
         1. Use artists knowledge of the local area for discussion
            1. Discussion about how local environment may inspire the ideas, materials and techniques used for art work
            2. Emphasis the techniques used in artworks, as well as colours and textures
            3. Inhibit students imagination and inspiration for their own art at school
            4. Attention drawn to how art culture in local communities are effected by the environment
   2. Link to Curriculum
4. Meet and greet with a local (Seaspray surf club president)
   1. Organise for class to speak to the president of the surf life saving club (James Brown)
      1. Prior discussion with students about the surf club to foster possible questions
         1. Students will learn how long the surf club has been running for and what it's purpose is
            1. Who is responsible for looking out for swimmers
            2. Discussion on the new surf club and it's importance for tourism (population and tourism growth in area)
            3. Information given to students that might be interested in getting involved in 'Nippers'
            4. Discussion of the historical relationship between Seaspray and the surrounding towns such as Longford and Sale
            5. Discussion with James about the history of the surf club and why the surf club was rebuilt
            6. Emphasis on why the surf club is so important to the place
            7. Discussions about why the caravan park has had to be moved from the foreshore
   2. Link to Curriculum >
5. Mining in Seaspray oceans (click blue planet>>>)
   1. Watch video on the unconventional coal mining concerns in Seaspray prior to excursion
      1. Discussion with students on what they think the effects of mining in the oceans could be
         1. If possible organise to speak with local Steve Walsh (featured in clip)
            1. Discuss with students what they think sustainable means
            2. Walk around Seaspray with emphasis that it is not only a beach, also used for farming purposes
            3. Discussion on how places are used for many different reasons and for many different recourses
            4. Idea of this day is to get students to start critically thinking about what's going on in this place
            5. Why companies might want to look for gas in the ocean?
            6. Why are the locals against this potential mining in the ocean
            7. The potential effects of mining in the ocean
            8. Student may start to understand the different opinions on this matter and may have an opinion themselves
   2. Link to Curriculum>
6. Sea Shore Scavenger Hunt
   1. Students could be grouped in pairs
      1. Students would 'scavenged' for artifacts along the beach and collect them
         1. Students encouraged to find 5 objects of interest to them
            1. Students would collect and then document their findings, what they think their objects are
            2. The objects must be the size of their palm and 'non-living'
            3. Student could also take objects back to class to put under a microscope
            4. Students could note what they see when objects are put under the microscope
            5. Students could observe and document the features of their objects
      2. Students are guided by the theme of investigation theme "what's this?"
   2. Link to curriculum
7. 'Is it living or non-living?
   1. Students given a list of things to find and observe
   2. example: bird, sea shell, insect, seaweed, boat, rock, scrub/bush
      1. Students are only to observe and take notes
         1. Students have a set of questions to answer about each object
            1. example: does this thing move, eat, breath, grow, reproduce, respond to its environment?
            2. Finally students will decide whether each thing is 'living' or 'non-living' based on their research
            3. Student will get a sense of how living thing react/move to their environment
            4. Students will move around the zone and observe many objects and animals
            5. Students may start to understand that some 'non-living' things might have a 'living' characteristics but it still doesn't mean it's alive
   3. Links to Curriculum>
8. Written Poem
   1. Following on from the paining at the beach
      1. Students will use the painting for inspiration
         1. Students could use the painting to come up with a series of words that relates to the painting. Example: waves, blue, curves, splash, sunshine etc
            1. Students will also be inspired by how/what they felt at that place. Example: warm, cold, relaxed, excited, nervous, wind, sun, water
            2. Also what students saw and smelt while at the beach
            3. Teacher could scaffold students imagination by presenting them with various techniques of rhyming words and poem structure
            4. Could be made for various student levels from very basic word rhyming to in depth poems of feeling and emotion
   2. Links to Curriculum>
9. Debate in classroom
   1. Students will have access to both sides of the issue
      1. With knowledge from class excursion teacher and students will further investigate much more information around this community issue guided by the teacher
      2. Students will be able to critically reflect on why their might be clashes on opinion
         1. Example: why people want to find recourses in the ocean, money, business, jobs etc
            1. Why people may be against mining in the ocean, example: negative environmental factors etc...
            2. Class could be halved to two different opposed opinion then formulate a written debate of 'pro's' on the topic, then present to the teacher
   2. Links to Curriculum >
10. Imaginative written story
    1. Using the pictures taken at the beach of student artwork
       1. Students will draw on inspiration from artwork made to write an imaginative piece of work
          1. Students will also draw on actual experiences from the excursion for inspiration
             1. Students will have real life experiences of sounds, movement, feelings and visual memories of the zone
             2. Students will have pool of inspiration to fish from when being creative and writing their stories
    2. Links to the Curriculum
11. ART
    1. Teaching and Learning Ideas
12. History/Geography
    1. Teaching and Learning Ideas
13. Science
    1. Teaching and Learning Ideas
14. English
    1. Teaching and Learning Ideas