Normally done after shell hunt, given certain amount of time to create a beach sculpture / picture out of as many different materials found on the beach. The art can only be of one thing from the marine environment (whether mystical or not)

Once the children have been put into teams they are asked to create a beach sculpture or picture using as many different materials as they can find on the beach. The art can only be of one thing, either fact or fiction from the marine environment. The ranger then judges all the work (fairly!) and a prize is awarded for the best one. Points are allocated for the use of different materials found on the beach, imagination and teamwork. This activity can be altered slightly so that a food chain is created with each team making one of the levels.

• Learn:

  • Team work

  • What can be found on the beach such as:

  • Worn glass- factors such as natural recycling

  • Rubbish- Pollution and recycling

  • Seaweed- what types, why is it washed up, what can be found on it etc
    Shells

  • Different shades of sand- why different? Dry / wet / different sized particles.
     

A very creative activity that encourages the children to work in teams and create their own beach art using as many materials as they can find on the beach. The ranger then judges all the artwork and a prize is awarded to the best one. This activity can be altered slightly so that a food chain is created with each team making one of the levels.

• Time: 40 – 50 minutes

• Maximum group size: 6 in each team.

• Age: All Ages.

Relevant parts of the National Curriculum.

SCIENCE

Primary

• Unit 1C: Sorting and using materials.

  • To ask questions and to explore materials and objects suing appropriate senses, making observations and expressing / communicating these.

  • The variety of materials that can be found, named and described.

  • That materials can be used in a variety of ways.
     

Secondary (using Food Chain)

• Unit 7C: Environment and feeding relationships.

  • All organisms in a habitat can be linked by feeding relationships.

  • Arrows in a food chain represent energy transfer.
     

• Unit 8D: Ecological relationships.

  • That all feeding relationships within a habitat are interconnected.

  • There is a flow of energy from the producer to the final organisms in the food chain.
     

• ART / DESIGN.

  • Investigate the possibilities of a range of materials.

  • To answer questions about the starting points of their work and develop their ideas.

  • To review what they and others have done and say what they think and feel about it.
     

• Unit1B: Investigating materials.

• Unit2B: Mother nature, designer.

  • Describe the visual qualities of their work.

  • Explain how they created certain effects.

  • Collect and group natural objects and make a visually attractive display.