Taking a walk down the beach with the rangers and picking up as many different types of shell and then sorting them into the different groups- competition with prizes at the end for most number of groups.

• Learn:

  • Team work
  • Shell identification,- looking for not only colour and shape differences but key things to look at when identifying shells
  • What used to live in the shells
  • What they can be used for now- i.e. hermit crabs etc
     

A ranger led walk where the children explore the beach and discover what has been washed up by the tide. The children are put into small teams and are encouraged to pick up as many different types of shells as they can find, there’s a prize at the end for the most species! During the walk the rangers talk to the children about the range of materials found on the beach and the life cycles of shells.

A walk down the beach with the rangers, exploring the tide line for all the interesting things that get washed up, and also to spot all the other wildlife that uses the shore. Seashore waste is looked at. Some rubbish is left by visitors, other waste is thrown overboard from ships and is washed up. However there is also natural waste, as some animals and plants (especially seaweed) get washed up. The rangers show the differences between the materials, and talk about pollution and the importance of recycling. A scavenger hunt can be incorporated into this activity aswell.

In small groups the children search the beach for as many different types of shells as they can find. The children are encouraged to look at the different shapes, sizes and colours. At the end the rangers help the children to separate the shells into groups using similarities and differences and display them on the beach. The team which has the most groups of shells wins a ‘special prize’- hand made by the rangers!

• Time: 30 – 40 minutes

• Maximum Group size: 6 in each team.

• Age: All ages

Relevant Parts of the National Curriculum:

SCIENCE

Primary

• Unit1C: Sorting and using materials.

  • To ask questions and to explore materials and objects using appropriate senses, making observations and communicating these using appropriate vocabulary.

  • That there are many materials that can be named and described in one area.
     

• Unit 2C: Variation.

  • To observe and recognise some simple characteristics of animals and plants.

  • That living things in the locality can be grouped according to similarities or differences.
     

• Unit 4B: Habitats.

  • That animals are suited to the environment / habitat in which they are found.

  • To pose questions about organisms and the habitat in which they live.

  • To identify the food sources of different animals in different habitats.

  • To recognise ways in which living things and the environment need protection.
     

• Unit 5B: Life Cycles.

  • What used to live in shells

  • What can live in them or use them now.
     

• Unit 6A: Interdependence and adaptation.

  • Adaptations – shell shapes and sizes

Secondary

• Unit 7D: Variation and Classification.

  • Explore variation within and between species.

  • Consider why classification is important.

  • Individual members of a species differ in many ways but have features in common.

  • To sort organisms into groups according to common features.