Module 4

Using the Environment and Community as a Resource for Learning in Coastal and Marine Studies

Resources

Resource 1

Staffroom Chat!

Scene: Staff Room

Teacher A:

I really must organise some fieldwork for my class. We have been studying coasts for two weeks and they really need to get into the field and see the effects of the processes we have been talking about.

Teacher B:
Where will you go?

Teacher C:

I always take my group to Palm Beach. It's very close to the school and there are a good number of questions and issues to investigate.

Teacher B:

I hate fieldwork. It always takes so much time to prepare worksheets and organise the kids. I'd much rather go myself and take slides of the important features. Then I can use them with my class and make sure they get all their notes complete.

Teacher A:

I'm not going to have many question sheets for them to fill in. I want them to make accurate observations. I think we will spend most of the time measuring things like the wave interval. They can determine the direction of longshore drift and from the headland you can see the pattern of wave refraction. Most of the work will involve the students. I think I will organise the class into groups and get them to draw a number of cross-sections from the parking area to the water line at the middle and each end of the beach.

Resource 2

Risk Analysis Matrix

Resource 3

People and Organisations

Resource 4

Principles for Using Community Members as a Resource

• Develop on-going links between community and school
• Brief guest speakers fully on class level of prior knowledge
• Explain how the experience fits into the curriculum
• Explain that presentations should be in a language that is understood by the students - not too technical. Jargon and sexist and racist language should always be avoided
• Students should be informed of what to expect and what is expected of them
• Have clear objectives for the use of community organisations
• Involve students in the preparation of community/class interactions
• Obtain permission from school administration
• Help students identify the questions they want answered
• Be aware of possible distractions
• Establish and maintain close links with Aboriginal people
• Encourage speakers to accept the role of the facilitator, not expert
• Prepare students by discussing issues that will be raised and dealing with their expectations
• Consult appropriately on the use of Aboriginal speakers and content, and be aware of the protocols for the use of cultural information
• Show respect for indigenous information, people and views and ensure that students also do follow up on any actions discussed
• Thank guest speakers afterwards orally and in writing. Involve students in this

Resource 5

Coastcare Case Study 1: Sorrell School, Park Beach Coastcare Project

In 1994, the beach adjacent to Sorrell State School was not an attractive place. The dunes were becoming eroded, the noxious weed, African Boneseed, was threatening to inundate native flora, litter was abundant and the toilet area was in need of repair. The teachers and students of the school asked the local Boardriders Club for help and together they put forward a "Management Plan" to the Sorrell Council Parks and Wildlife Service for consideration.

The Plan consisted of a strategy to protect the sand dunes from erosion by fencing off the dunes and constructing a walkway to the beach. It also suggested beautifying the toilet area by painting murals on the water tanks, providing more rubbish bins and planting shade trees around the carpark. The plan targeted the eradication of African boneseed and the re-establishment of native plants. Additional plans were also made to build a viewing platform for the disabled, to establish a picnic and barbecue area, construct a community notice board and organise regular litter clean ups.

The school, in conjunction with Lions, Rotary, Boardriders, Council and Parks and Wildlife formed the 'Park Beach Coastal Care Group' and received $3 500 from the 1994/95 Save the Bush Grant and $2 000 in 1995/96 as a continuation of this grant. This was put towards fencing off the dunes and establishing a walkway, painting the mural, planting trees in the carpark, the ongoing removal of Boneseed and building the viewing platform. In addition the group has also held celebrations in the area for Clean Up Australia Day and Ocean Care Day. Members have cleaned graffiti from the sandstone cliffs and are monitoring the effects of the release of 4 000 African Boneseed beetles in the area.

In 1995 the Park Beach Coastal Care Group won the Telstra Landcare Education award for Tasmania. The group's co-ordinator said:

The aim of the Park Beach Project is to restore the sand dunes at Park Beach, re-establish the natural vegetation and eradicate African Boneseed in the area. The project offers a unique opportunity for the children at Sorrell School to learn about the local environment, the problems of environmental degradation and the care, patience and commitment required over a long period to rehabilitate damaged land. The project also offers the opportunity for the school to co-ordinate resources and community groups to achieve their aims. Management plans were collated and discussed at school. The children drew up their management plan for the area. This plan was sent to the Sorrell Council and the Department of the Environment and Land Management.

Coastcare Case Study Questions

• How does the case study make you feel about coastal and marine issues?
• What were the most important steps in tackling the marine and/or coastal problems?
• What other actions could the group have taken to address the problem?
• How can communities and schools be encouraged to participate in solving coastal and marine problems?
• Does the action described in the case study target the actual cause of the problem?
• Would this approach be successful with any school or community group?
• What skills do you have that would enable you to teach a Coastcare program?
• What other skills do you need?
• Where could you go to develop these skills?
  

Resource 6

Coastcare Case Study 2: Angels Beach Dune Care Group

Shirley White was a pioneer of the movement to protect the sand dunes which line our beaches. Now a new generation is taking up the mantle. Leanne Paskins, 13, and Sara Tomkins, 7, joined Mrs White in the battle to restore sand dunes which have been damaged by introduced plants and animals and development.

Mrs White moved to the far north coast seven years ago and was upset by the degradation of Angels Beach in her home town of Ballina. Relatives told her about a new community effort to turn back the tide of the dreaded bitou bush, an introduced South African plant which has taken over Australian sand dunes. One mature bitou bush can produce 50 000 seeds twice a year in the right conditions and swamp native plants, pushing them out of the botanical picture.

Mrs White formed the Angels Beach Dune Care and Reafforestation Group, one of the few groups at the time devoted to regenerating sand dune areas in NSW. Now 400 such groups exist, associated with the national Coastcare program, to protect the dune plants, animals, insects and the rainforest behind the rear dune.

"There is so much diversity here worth saving. We've clawed back seven hectares from a total of 68 ha along the beach," she said. "We're always on the lookout for volunteers. And we work in shady areas so the sun shouldn't frighten anyone....The young people love getting involved. We work with about six schools."

Coastcare NSW co-ordinator Sara Williams said the program was a major federal government initiative. She said the organisation wanted to give communities, including local industries, a sense of stewardship for coastal and marine areas.

To promote an understanding, awareness and caring for the coastal environment, a program of 400 summer activities had also been planned, including beachcombing, rockpool rambles, art activities and estuary spotlights. The programs are advertised at local tourist information centres.

Coastcare Case Study Questions

• How does the case study make you feel about coastal and marine issues?
• What were the most important steps in tackling the marine and/or coastal problems?
• What other actions could the group have taken to address the problem?
• How can communities and schools be encouraged to participate in solving coastal and marine problems?
• Does the action described in the case study target the actual cause of the problem?
• Would this approach be successful with any school or community group?
• What skills do you have that would enable you to teach a Coastcare program?
• What other skills do you need?
• Where could you go to develop these skills?

Resource 7

Coastcare Contacts

Resource 8

Marine and Coastal Community Network