In this icebreaker activity, called the 'Catch Name Game', participants
form a large circle. The facilitator states his/her name and adds a statement
about field studies or community resources for coastal and marine studies.
For example, the facilitator may state, "My name is ..... and my favourite
place for field studies in coastal and marine studies is ......". The facilitator
then throws a soft marine toy to a person in the circle who states his/her
own name and makes a statement about coastal and marine studies fieldwork
or community resources (e.g. My name is ...... and I often invite speakers
to visit my class"). He/she then throws the toy to someone else. The activity
continues until all participants have received the toy and made their statement.
- Introduce the objectives and major activities in the workshop using
OHT 1 and OHT 2.
2. The Purpose, Nature and Scope of Fieldwork
- Distribute a copy of Resource 1 which
is the dialogue of a short story set in a staffroom. Choose three participants
to act (or if they are shy, read out) the parts of the three teachers.
- In debriefing, ask participants to identify some assumptions about
fieldwork which are evident in staffroom discussions.
- Present a mini-lecture on the purpose, nature and scope of fieldwork
using OHT 3, OHT 4A,
OHT 4B, OHT 4C
and OHT 5 and Reading 1.
The main points to be raised in this mini-lecture are:
Note to facilitators:
During the mini-lecture, ask participants for examples of their fieldwork
experiences which might illustrate the points and, of course, also give
examples from your own experience. The OHTs and Reading 1 could also
be photocopied and provided to participants as a resource.
3. Planning for Effective Fieldwork
- Divide participants into groups of four and explain that this activity
requires them to consider the practical implementation of the ideas
presented in the mini-lecture.
- Ask each group to decide on a fieldwork destination for a class activity,
(e.g. rocky shore, dune system, coastal wetland). Ask them to be as
specific as possible, e.g. a fieldtrip for 30 Year 7 students to
a rocky shore at (for example) Ballinka Point.
- Ask the groups to develop a list of issues they would need to consider
when planning this fieldwork. These issues should relate to the preparation
that students and teachers need before embarking on fieldwork. Allow
10 minutes for this.
- Display OHTs 6A and 6B
and ask participants if they identified any additional issues. Ask participants
if there are any issues on the list they did not consider. If not yet
raised, draw their attention to the issue of risk which is the
focus of the next activity.
4. Risk Management
- Ask participants to share any of their personal experiences/stories
of fieldtrips and the dangerous risks they have experienced. Allow about
5-10 minutes for this.
- Distribute a copy of Resource 2.
Resource 2 is a risk analysis matrix on which participants identify
some of the potential risk factors associated with a fieldtrip to the
beach and some of the risk management strategies they could use for
such a field trip. Examples are provided as starting points.
- Ask participants to work in their groups from the previous activity
to complete a risk analysis matrix for the class visit to the destination
they chose. Ask the groups to first complete the list of 'possible undesired
events'. Ask for reports so that a comprehensive list of risks is developed.
- Give participants 10-15 minutes to fill in the other sections of the
- Display and discuss OHT 7 which is a completed
risk analysis matrix for a field study at a rock pool. Ask participants
to add any factors and strategies that they have discussed which are
not listed on OHT 7.
- Use OHT 8 and Reading
2 to review and consolidate the principles of risk management. This
reading could also be copied for participants to take with them at the
conclusion of the workshop.
5. The Purpose, Nature and Scope of Community Based
Introduce this activity by explaining that there is a variety of people
and organisations that could be used as resources for learning in coastal
and marine studies. Furthermore, there are some basic principles that must
be taken into consideration when using the community as a resource for learning.
Explain that a range of these will be explored in this activity.
- Cut out the cards on people, organisations and principles on Resources 3
and Resource 4. Place them in
the 'rock pool' (use a clear bowl or aquarium).
Running the Activity
- Invite participants, one by one, to pick a card out of the rock pool
and read it to the group.
- After all the cards have been read, ask participants to divide themselves
into one of two groups ('Community Resources' or 'Principles') that
they think their statement best fits into.
- Next ask each of these large groups to break into 3-4 sub-groups according
to criteria/categories of their choice. In order for this to happen,
participants will need to decide on the ways in which they are related
or identify common features (e.g. the sub-groups might be NGOs, government
bodies, principles related to preparing speakers, or principles related
to preparing students, etc.).
- In debriefing this activity ask groups to report on the criteria for
their sub-group's selection. Some questions that could be asked include:
- What did the members of each group have in common?
- Were there any people that did not fit into a sub-group?
- Did each person fit into only one sub-group?
- Can any other people or principles be added to their group?
- How are the principles related to people and organisations?
- Ask participants to identify any resources in the community that they
can access that were not in the 'rock pool'.
- Show OHT 9 to illustrate the wide variety
of community resources available for coastal and marine studies.
- Refer participants to the possibilities of the WWW and the variety
of community resources and information which can be accessed through
the Internet. (See Resource 9 in Module 8 for a set of suitable
WWW sites for coastal and marine studies.)
The purpose of this activity is to introduce participants to one community
action program, Coastcare, in order to provide an example of a community
resource that is available.
A. Introduction to Coastcare
Introduce this activity using OHT 10 to outline
the nature, objectives and variety of Coastcare projects. Emphasise the
role of community based groups such as Coastcare in identifying issues and
problems in coastal and marine regions and in providing an opportunity for
people to work together to develop and implement strategies to solve problems.
Note to facilitators: In
some instances participants in the workshop may be experienced in Coastcare
activities. If this is the case, consider using their expertise in this
part of the workshop. You could contact these people (or other Coastcare
group members) before the workshop and ask them to give a short presentation
- the activities of Coastcare in their area;
- their particular experiences within Coastcare; and/or
- the effects of Coastcare projects in which they have been involved.
B. Analysing a Case Study
- Divide participants into groups of 3-4 members. Give each group one
of the case studies in Resource 5
or Resource 6. Ask groups to read
and discuss their case study using the following questions:
(These questions appear at the end of each case study.)
- How does the case study make you feel about coastal and marine
- What were the most important steps in tackling the marine and/or
- Could the group have taken any other actions to address the problem?
- Could this approach be successful with any school or community
- How can communities and schools be encouraged to co-operate in
solving coastal and marine problems?
- What skills do you have that would enable you to teach a Coastcare
- What other skills do you need? Who could help you?
- Distribute the list of Coastcare contacts and related community contacts
in Resource 7, and advise participants
to contact their local Coastcare facilitator before any Coastcare activities
are incorporated into their teaching.
- Resource 8 is a contact listing for
the Marine and Coastal Community Network which is an excellent grouping
of community facilitators.
Note to facilitators: See
OHT 4 and Reading 1 in Module 2
for guidelines on involving members of Aboriginal communities as resource
persons in coastal and marine studies.