S1 Water Environments

Learning Activities

Treasure Map Activity – Waterway Exploration

In the Bobbin Head picnic area, students will use a map to orient themselves and navigate the surroundings. They will search for hidden "treasures"—small pebbles painted with water-related symbols. Using their map, students will locate the pebbles. Through this activity, students will develop map-reading skills, learn about the importance of water environments, and discuss how these features contribute to a healthy ecosystem.

Nature Map Activity – Waterway Features

Using natural materials students will create a 3D map to represent the natural and human features of Bobbin Head picnic area and Cockle Creek. They will construct key elements such as the creek, walking tracks, picnic area, and built structures, arranging materials to show their locations and relationships. This hands-on activity encourages students to demonstrate their understanding of water environments, develop spatial awareness, and discuss how people use and care for these places.

Bushwalk - Waterway Exploration (Follow the Creek)

Students share in a reading of the story ‘The River by Sally Morgan’ before embarking on a guided creek walk along Cockle Creek, observing and describing the changing water features. They will discuss how the creek connects to the larger river system and identify signs of human and natural influences on the water. They will also use magnifies to explore natural features such as salt crystals on mangrove leaves along the way. During the bushwalk, students will take time for a quiet 'magic spot' to sit mindfully and observe the natural world using their senses.

Sample Timetable

NOTE: Variations to timetable based on specific location, group size and weather

Download the program flyer

Human Society and Its Environment K-6 Syllabus 

Outcomes (2024)

A student:

> describes ways people connect to and care for places, water environments, and each other, using geographical information HS1-GEO-01

> describes interactions between Aboriginal Peoples and Country HS1-ACH-01

Content

People care for Australia's water environments

• Observe and describe natural and human features of Australian rivers, lakes, beaches, and oceans by collecting and representing data. Example: Students will explore Cockle Creek, mangroves, and estuary environments, noting features such as bridges, boardwalk, and walking tracks.
• Locate and describe freshwater and saltwater bodies in Australia. Example: Students will identify Cockle Creek as a tidal waterway connected to the Hawkesbury River (saltwater).
• Compare the ways people use water environments in Australia by posing questions to collect data. Example: Exploring how water is used for fishing, boating, recreation, and cultural practices.
• Explain how people can use and care for water responsibly. Example: Keeping waste out of drains, protecting mangroves, and reducing water pollution.

Aboriginal Peoples have a responsibility to Country

• Describe ways in which Aboriginal Peoples use knowledge of land, water, and sky Country in everyday life. Example: Aboriginal Peoples' deep understanding of water cycles, tides, and aquatic ecosystems.
• Recognise Aboriginal Peoples’ responsibility to Country can incorporate physical, spiritual, and cultural connections. Example: Water Country is integral to Aboriginal identity, with places such as rivers, estuaries, and creeks holding cultural significance.
• Identify ways that Aboriginal and Torres Strait Islander Peoples value water Country and Place. Example: Cultural values include everyday water uses on Country, as well as sacred ceremonial uses through art, story, song, and dance.

Geographical Skills

• Students develop skills in observing, questioning, and using geographical tools, such as maps, to represent and describe features of water environments.​

Human Society and Its Environment K-6 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2025