AY Honor Beachcombing Answer Key

Beachcombing

Skill Level

1

Year

2025

Version

02.09.2025

Approval authority

Australian Union

1

Explain what beachcombing is and why it is an enjoyable and educational activity. Discuss the types of items you might find while beachcombing, such as shells, sea glass, driftwood, and marine debris.

Definition:
Beachcombing is exploring a beach to find and collect interesting items washed ashore by waves, like shells, sea glass, driftwood, or debris.

Why Enjoyable/Educational:
It’s fun because it’s a treasure hunt—every wave brings surprises! It teaches about nature (e.g., marine life cycles) and history (e.g., old glass from shipwrecks).

Items Found:

• Shells – From molluscs like mussels or oysters.
• Sea Glass – Smoothed glass from bottles, weathered by the sea.
• Driftwood – Wood shaped by waves, often from trees or wrecks.
• Marine Debris – Plastic, fishing gear, or other litter.

Teaching Tip:
Start with, “Imagine finding a pirate’s lost treasure! What might you pick up at Spring Beach?” Show samples (e.g., a shell, a plastic cap) and ask, “Why is this cool to find?”

2

Learn about the safety measures to take while beachcombing. Discuss the importance of being aware of tides, weather conditions, and potential hazards such as sharp objects and marine life. Explain the importance of wearing appropriate clothing and footwear.

Safety Measures:

1. Check Tides – Know high/low tide times (e.g., via apps or signs) to avoid being trapped by rising water.
2. Watch Weather – Avoid storms or strong winds; check forecasts (e.g., coastal weather can shift fast).
3. Avoid Hazards – Don’t touch sharp items (glass, metal), jellyfish, or unknown critters; use gloves/sticks if unsure.

Clothing/Footwear:
Wear closed shoes (not thongs) for sharp rocks/shells, and layers for sun/wind protection (e.g., hat, sunscreen).

Teaching Tip:
Demo safe beach walking on the grounds. Ask, “What could hurt your feet here?” Role-play: “You see a jellyfish—what do you do?” Stress, “Safety keeps the fun going!”

3

Discuss the impact of human activities on coastal environments. Learn about the importance of protecting marine ecosystems and the role of beachcombing in environmental conservation. Explain the principles of “leave no trace” and how to minimize your impact on the beach.

Impact of Human Activities:

• Pollution – Plastic waste, oil spills, and fishing gear harm marine life (e.g., turtles eat plastic bags, mistaking them for jellyfish).
• Overuse – Trampling dunes or taking too many shells disrupts habitats (e.g., crabs lose homes).

Protecting Marine Ecosystems:
Healthy beaches support biodiversity—seaweed feeds fish, shells house creatures. Beachcombing helps by removing debris and raising awareness.

Role in Conservation:
Collecting litter reduces pollution; observing nature teaches us to value it (e.g., Spring Beach cleanup could help local seals).

Leave No Trace Principles:

1. Take only what’s allowed (e.g., small, non-living items).
2. Leave living things (e.g., crabs, plants) undisturbed.
3. Pack out all trash, even if it’s not yours.

Teaching Tip:
Show a plastic bottle and ask, “How could this hurt the beach?” Discuss, “What’s one way we can help God’s creation here?” Lead a 5-min mock cleanup on the grounds to practice.

4

Look up and discuss at least two Bible verses that mention the sea or the shore. Reflect on their significance and what they can teach us about the value of creation and our responsibility to care for the environment.

Overview:
The Bible often uses the sea and shore to show God’s power, provision, and purpose for creation. Below are six verses (four Old Testament, two New Testament) to explore with Pathfinders. They need only discuss two, but offering more options enriches the conversation.

Verses and Discussion:
1. Genesis 1:10 (NIV) – “God called the dry ground ‘land,’ and the gathered waters he called ‘seas.’ And God saw that it was good.”

• Significance: God created the seas and declared them good, showing their value in His design.
• Reflection: “The beach we comb is part of God’s ‘good’ creation—how can we keep it that way?”

2. Psalm 95:5 (NIV) – “The sea is his, for he made it, and his hands formed the dry land.”

• Significance: God owns the sea and shore, reminding us they’re His to care for.
• Reflection: “Beachcombing lets us see God’s handiwork—what’s your favorite sea treasure?”

3. Job 38:8-11 (NIV) – “Who shut up the sea behind doors when it burst forth from the womb… I said, ‘This far you may come and no farther; here is where your proud waves halt’?”

• Significance: God controls the sea’s power, setting boundaries for it.
• Reflection: “The tides at Spring Beach obey God—how does that make you feel about His strength?”

4. Exodus 14:21-22 (NIV) – “Then Moses stretched out his hand over the sea… and all that night the Lord drove the sea back with a strong east wind and turned it into dry land.”

• Significance: God uses the sea to save His people, showing His provision and care.
• Reflection: “God parted the sea for the Israelites—how does He help us through nature today?”

5. Matthew 8:26-27 (NIV) – “He replied, ‘You of little faith, why are you so afraid?’ Then he got up and rebuked the winds and the waves, and it was completely calm. The men were amazed and asked, ‘What kind of man is this? Even the winds and waves obey him!’” (New Testament)

• Significance: Jesus calms the sea, proving His authority over creation.
• Reflection: “Imagine Jesus calming Spring Beach’s waves—how does this show His care for us?”

6. Revelation 21:1 (NIV) – “Then I saw ‘a new heaven and a new earth,’ for the first heaven and the first earth had passed away, and there was no longer any sea.” (New Testament)

• Significance: In the new earth, the sea is gone, suggesting a perfect world without chaos or separation.
• Reflection: “No sea in heaven—what might that mean? How can we care for this sea now?”

Teaching Tip:
Pick two verses (e.g., Psalm 95:5 and Matthew 8:26-27) for a short talk. Read aloud, then ask, “What does this tell us about God and the sea?” or “How can beachcombing honour Him?” For younger kids, act out Moses parting the sea or Jesus calming waves. Link to stewardship: “God made the sea—cleaning it up shows we love Him!”

Requirement Fulfillment:
Pathfinders discuss at least two verses and reflect (orally or in a notebook) on caring for creation, e.g., “I’ll pick up trash to honour God’s sea.”

5

Identify and describe at least five different types of items you might find while beachcombing. Include natural items such as shells, sea glass, driftwood, and seaweed, as well as man-made items like plastic debris and lost fishing gear.

1. Shells – Hard casings from molluscs (e.g., mussels); vary in shape/colour, protect sea creatures.
2. Sea Glass – Smooth, frosted glass from broken bottles, tumbled by waves over years.
3. Driftwood – Wood washed ashore, weathered by water, often from trees or boats.
4. Seaweed – Marine algae (e.g., kelp), brown/green, food for fish, floats when detached.
5. Plastic Debris/Fishing Gear – Bottles, nets, or lines; man-made, pollute beaches, harm wildlife.

Teaching Tip:
Bring samples (e.g., a shell, a plastic cap) or use photos. At Spring Beach, point out kelp or mussel shells. Ask, “Which of these are natural? Which hurt the beach?”

6

Learn to identify at least five different types of shells commonly found on beaches. Describe their characteristics and how to distinguish them from other shells and marine objects.

Shells by State:
1. Tasmania:

• Blue_Mussel – Dark blue-black, elongated, smooth, attaches to rocks.
• Abalone – Flat, ear-shaped, iridescent inside, rough outside.
• Periwinkle – Small, spiral, grey-brown, found in clusters.
• Whelk – Spiral, pointed, thick, often white or brown.
• Cockle – Heart-shaped, ribbed, cream or pinkish.
• Limpet – Cone-shaped, clings to rocks, rough texture.
• Turret Shell – Tiny, tall spiral, white or grey.
• Oyster – Rough, irregular, grey-white, cemented to surfaces.

2. Victoria:

• Common Pipi – Wedge-shaped, smooth, yellow-white, burrows in sand.
• Southern Scallop – Fan-shaped, ridged, orange or white.
• Mud Whelk – Long, spiral, dark brown, muddy areas.
• Zebra Top – Small, cone-shaped, black-white stripes.
• Donax – Small, triangular, shiny, multicoloured.
• Turbonilla – Tiny, needle-like spiral, white.
• Moon Snail – Round, smooth, pale, predatory.
• Trough Shell – Elongated, white, fragile.

3. New South Wales:

• Sydney Cockle – Large, ribbed, white-pink, sandy beaches.
• Turban Shell – Thick, spiral, green-brown, rocky shores.
• Conch – Large, spiral, white, rare but striking.
• Nerite – Small, round, black or patterned, tide pools.
• Triton – Long, ornate spiral, creamy, subtropical.
• Bailer Shell – Large, smooth, white, used by Indigenous people.
• Paua – Flat, colourful inside, rocky areas.
• Wedge Shell – Thin, wedge-shaped, white-yellow.

4. Queensland:

• Cowrie – Shiny, oval, spotted, tropical reefs.
• Cone Shell – Cone-shaped, patterned, venomous—don’t touch this shell!
• Giant Clam – Huge, fluted, colourful, reef areas.
• Trochus – Conical, pearly inside, coral beaches.
• Bubble Shell – Thin, bubble-like, translucent.
• Murex – Spiky, ornate, white-pink, reef debris.
• Volute – Large, spiral, creamy, deep water wash-ups.
• Nautilus – Rare, chambered, white, drifts ashore.

5. South Australia:

• Southern Razor – Long, razor-like, shiny white.
• Mud Oyster – Flat, rough, grey, estuarine.
• Cart-Rut Shell – Thick, spiral, white, sandy bays.
• Dog Winkle – Small, spiral, brown, rocky shores.
• Top Shell – Small, conical, multicoloured, tide pools.
• Pipi – Wedge-shaped, smooth, yellow, common.
• Chiton – Segmented, oval, clings to rocks.
• Ear Shell – Flat, iridescent, abalone-like.

6. Western Australia:

• Haliotis (Abalone) – Flat, pearly, rough outside, reef areas.
• Stromb – Thick, spiral, white-pink, tropical.
• Bivalve Clam – Two halves, smooth, white, sandy.
• Turritella – Long, thin spiral, white, deep water.
• Helmet Shell – Large, helmet-shaped, creamy.
• Rock Whelk – Spiral, thick, brown, rocky coasts.
• Tonna – Large, thin, white, washed from reefs.
• Cuttlebone – White, porous, from cuttlefish, not a shell but common.

7. Northern Territory:

• Pearl Oyster – Flat, shiny inside, rough out, tropical.
• Mud Mussel – Dark, elongated, mangrove areas.
• Ark Shell – Ribbed, white, fan-like, sandy.
• Spindle Shell – Long, thin, white, coral beaches.
• Cerith – Small, spiral, brown, muddy shores.
• Sundial Shell – Flat, spiral, star-like, rare.
• Thorny Oyster – Spiky, rough, reddish, reefs.
• Mangrove Whelk – Small, dark, spiral, mangroves.

Characteristics:
Look at shape (spiral, flat), texture (smooth, rough), colour, and size. E.g., mussels are smooth and dark, whelks are thick and spiral.

Distinguishing:
Compare to rocks (shells are lighter, hollow), seaweed (shells are hard), or debris (shells are natural).

Teaching Tip:
At your local beach, focus on your list. Bring pictures or samples of five local shells. Quiz: “Which is spiral? Which clings to rocks?”

7

Discuss the formation of sea glass and driftwood. Explain how these items are created and what makes them unique. Learn how to safely collect and clean sea glass and driftwood.

Formation:
Sea Glass – Starts as broken glass (e.g., bottles), smoothed by waves/sand over 20-50 years; unique for its frosted look, soft edges.

Driftwood – Wood from trees or ships, carried by currents, weathered by water/sun; unique for twisted shapes, bleach-white colour.

Safe Collection:
Use gloves for sharp edges (rare with sea glass, possible with driftwood splinters); avoid living wood or glass near nests.

Cleaning:
Rinse with fresh water (e.g., at camp tap); soak sea glass in vinegar if dirty, scrub driftwood lightly with a brush.

Teaching Tip:
Show a piece of each. Ask, “How long do you think this took to form?” Demo rinsing at a bucket indoors or outdoors.

8

Research the sources and effects of marine debris and pollution. Discuss the importance of cleaning up beaches and how beachcombing can contribute to reducing marine litter. Participate in a beach cleanup activity.

Sources:
Plastic from land (e.g., bottles), fishing gear from boats, sewage runoff.

Effects:
Kills wildlife (e.g., seals tangled in nets), poisons water (e.g., microplastics in fish), uglies beaches.

Importance of Cleanup:
Removes threats, restores beauty, protects God’s creation (e.g., Spring Beach stays safe for birds). Beachcombing’s Role: Collecting debris while exploring reduces litter bit by bit.

Cleanup Activity:
30-min group effort—provide bags/gloves, tally items (e.g., “10 plastics!”), dispose properly.

Teaching Tip:
Share a statistic (e.g., “8 million tons of plastic hit oceans yearly”). Ask, “How can we help?” Do cleanup during Sunday beachcombing.

9

Participate in a beachcombing field trip. Spend at least two hours exploring a local beach, collecting items, and recording your findings in a notebook. Note the types of items found, their locations, and any observations about the beach environment.

Field Trip Plan:

• Where: Local beach.
• Time: 2 hours—1:30 hr collecting, 15 min noting, 15 min discussing.
• What to Collect: 5-10 items (e.g., shells, debris), non-living only.

Notebook Example:

• “Mussel shell, near rocks, shiny inside.”
• “Plastic cap, by tide line, faded red.”
• “Observation: Lots of kelp today—storm last night?”

Teaching Tip:
Set boundaries at on the beach, pair pathfinders for safety. Give notebooks/pencils. Post-trip, ask, “What surprised you most?” Link to Requirement 8 cleanup.

10

Create a project using the items you collected during your beachcombing field trip. This could be a piece of art, a craft, or a display that showcases your finds. Share your project with your group and explain the significance of the items you used.

Project Ideas:

• Art: Glue shells/sea glass on canvas for a mosaic.
• Craft: Make a driftwood mobile with string.
• Display: Box with labelled finds (e.g., “Whelk shell—hunter of the sea”).
• Sand Sculpture: Make a sand sculpture on the beach with items found

Significance Example:
“This sea glass was trash, now it’s art—shows we can fix what’s broken!”

Teaching Tip:
Provide glue, string, paper indoors after Requirement 9. Allow 30-60 min to create. Host a “show and tell”—each Pathfinder shares (e.g., “My shell reminds me of God’s design”).

References

• Australian Union Beachcombing Honor
• Australian Seashores by William J. Dakin – A classic guide to coastal ecosystems
• Beachcomber’s Guide to the South Pacific – Local resource for identifying finds (available at some libraries or online).
• Info on marine debris and cleanups