North Island kaka at Whirinaki

Environmental Education Resource

Department of Conservation

Te Papa Atawhai

Wendy Paul

North Island kaka at Whirinaki Environmental Education Resource 2002

Published by: Department of Conservation P.O. Box 5086 Wellington, New Zealand

Wendy Paul

The North Island kaka at Whirinaki Environmental Education resource kit was written by Wendy Paul working under contract to the Department of Conservation. ♥ 2002, Department of Conservation

Whirinaki Kaka Contents

� Using this resource

� Environmental care

� Organisation of outdoor safety

� North Island Kaka Facts

� Introduction to Activities

� Pre-visit Activities

� Field Trip Activities

� Post-visit Activities

� Teachers’ Resource

Pet Survey Be Prepared Activity First Impressions Sound Log Grid for Recording Information on Birds Design a Bird Forest Recipe Bush Structure Food Web Tug Kaka Search Tracing Energy Transfers Possum Picnic Save Our Bush Risk Management Action Planner Review of Environmental Programme

� Curriculum links

� Useful Resources – websites, videos, books, school journals

� Evaluation

Using this resource This Teacher Resource Kit is designed to give you ideas for planning exciting and experiential learning activities involving the kaka at Whirinaki. These birds are threatened so it is wonderful that you can see them first hand in the Whirinaki Forest. You will information about facilities for school camps and how to get there in the Whirinaki Forest Resource. You will find that some of the material repeated in both resources so you can use both or one of the resources on its own.

I hear and I forget Ka rongo ka wareware I see and I remember Ka kite ka maumahara I do and I understand Ka mahia ka matatau Everyone retains the learning with greater depth if they have experienced it. In line with principles in the Guidelines for Environmental Education in New Zealand Schools, a range of experiential learning activities is included for you to choose from. The Guidelines for Environmental Education in New Zealand Schools provides advice on environmental topics and how to plan these into curriculum studies and programmes with a bicultural focus. Check out Guidelines for Environmental Education in New Zealand Schools pages 64 to 75 for useful examples. Units of work can be used to meet goals from specific curriculum areas, or different curriculum areas simultaneously. This cross-curricular approach mirrors the interconnectedness and interdependence of the environment and is one of the methods of planning recommended by the Guidelines for Environmental Education in New Zealand Schools. The 5 Environmental Education aims

• awareness and sensitivity to the environment and related issues • knowledge and understanding of the environment and the impact of people on it • attitudes and values that reflect the feelings of concern for the environment • skills involved in identifying, investigating, and problem solving associated with environmental

issues • participation and action – developing a sense of responsibility through participation and

action as individuals, or members of groups, whanau, or iwi, in addressing environmental issues.

Key Concepts of environmental education

• Interdependence –the relationship between all living things • Biodiversity – variety of all life on earth, and the interrelatedness of all parts • Personal and Social Responsibility – Kaitiakitangi – respecting the environment, protecting

the mauri of the taonga. People ensuring that their actions don’t cause problems to the environment and taking positive action to help resolve environmental problems already there.

• Sustainability – reflected in the concepts of hauora (total well-being and balance with nature) and rahui tapu (conservation)

Remember to include activities in, about and for the environment.

Ko te whenua te wai u mo nga ui whakatipu

This land provides the sustenance for the coming generations

Environmental care Developing positive attitudes and values towards the environment is a major factor in any visit to the outdoors and most of the activities included have this aim. The following code includes aspects that need to be considered when in the outdoors. Students could write their own code of caring, make up slogans and create some activities based around them – see pre-visit activities. Protect Plants and Creatures Treat Aotearoa/New Zealand’s forest and creatures with care and respect, they are unique and rare. Keep to the Track By keeping to the track, where one exists, you lessen the chance of damaging fragile plants and creatures. Remove Rubbish Ensure that you leave no rubbish and pick up any that you do see.

Take only photos, leave only footprints Camp Carefully Leave no trace of your visit Keep Streams and Lakes Clean Wash well away from the water source and drain soapy water into soil to ensure that harmful detergents are filtered before re-entering the water source. Take Care with Fires If you do light a fire ensure that you have a fire permit (many areas have fire bans on them), then keep it small and use only dead wood. Make sure that you have doused it with water and that all the ashes are dead before leaving it. Consider Others Be considerate of others in the area, they have a right to visit the area and enjoy it in their own way as well. Respect Your Cultural Heritage Learn about the history of the area, treat the area with respect, many places in Aotearoa/New Zealand have historical and spiritual significance. Enjoy Your Visit Enjoy the experience. Take a last look before leaving the area; will the next visitor know you have been there? Protect the environment for your own sake, for the sake of those who come after you, and for the environment itself.

Toitu te Whenua

Leave the land undisturbed

(Acknowledgement to Kiwi Outdoors, The Hilary Commission)

Organisation of outdoor safety When planning a visit to the outdoors, follow your school’s policy to make sure the correct procedures are being followed. You will need to do a risk analysis and management plan for your visit - a sample RAM sheet is included in the Teachers’ Resource section. It is preferable that at least one person on the trip is a qualified first aider. Points to Remember Brief students on outdoor safety before the visit, and remind them again on arrival. The following are some safety points you might like to use: - � Ensure that the students have suitable clothing and footwear � Signed medication form giving teacher’s permission to medicate a student if necessary � List of any health problems kept with the first aid kits – all teachers to carry a small portable kit –

ensure any special medication is on every trip with that student aware of who has her/his medication

� Known emergency signal where all students stop and stand still � No student in front of the lead person (who should know the track) � All in front of designated rear person, who should have a whistle to stop everyone if the group is

getting stretched out � Within reason rear person to keep lead adult in view � Number the students … for quick check ups � Buddy the students up � Adults responsible for small group each, and walks behind this group � Verbal warnings of dangers passed back along the group Helpful resources

Education Outside the Classroom: Guideline for Best Practice (MoE 1995)

New Zealand Mountain Safety Council Inc (NZMSC, Box 6027, Wellington) has booklets for

planning trips, also a video on bush safety.

Managing Risks in the Outdoors (Mountain Safety Manual 27, 1993)

http://www.mountainsafety.org.nz

Outdoor Pursuits Guidelines for Educators (Hilary Commission, 1996)

Water Safety Across the Curriculum (Water Safety New Zealand, 2000)

http://www.watersafety.org.nz

Kiwi Outdoors (Hilary Commission, 1995) – pgs 20, 21, 22,101/102

North Island Kaka Facts The North Island kaka is a member of the Nestor parrot family. The other New Zealand members in this family are the South Island kaka and the kea. Evolution It is thought that these birds had a common ancestor – the forest-dwelling proto-kaka that reached New Zealand between 10 and 5 million years ago. A mountain-building phase started in New Zealand 5 million years ago. It was gradual at first, with the main thrust 2 to 3 million years ago. The North and South Islands became separated 4 million years. As a result of the separation, the mountain-building and the Pleistocene Glaciation, which started 1.63 million years ago, a new species of kaka evolved. The proto-kaka of

the South Island had had to adapt to the increasingly colder climate and more mountainous country, which led to the gradual disappearance of forest. The new species that evolved was the kea, a mountain-dwelling parrot that survives on alpine plants, insects and dead animals. As the ice sheets retreated 12,000 years ago, the South Island became forested again and some of the North Island kaka re-established populations in the South Island. Over time two sub-species evolved – the North Island kaka and the South Island kaka. Today Cook Strait now acts as a major barrier between the two populations. Maori Maori named this playful and garrulous bird after its raucous screech – ka-a. They considered it the rangatira of the forest birds and valued it as food and for its feathers. Red feathers were particularly treasured and symbolised high rank when worn in cloaks. It was thought that flocks of kaka flew to Hawaiki and back to Aotearoa, the lead bird bringing back a stone which had powers. When a tohunga took this stone he had the powers passed on to him. For more go to http://www.nzbirds.com. The Facts The North Island kaka is slightly smaller and less colourful than the South Island kaka. The North Island female weighs about 425 grams and the male 475 grams - their length is 45cm. The kea is much the same size as the kaka but is almost twice the weight. The North Island kaka ranges from grey on the crest to olive -brown on the back with a reddish-brown underbelly and has a splash of bright orange-red under the wings. Sexes are alike but males have longer beaks. Its powerful hooked beak is used for tearing at bark and as a third leg when hopping and climbing. The clawed feet are used to hold food up to the mouth while eating and for grasping branches. It has a brush-tipped tongue that it uses to lick nectar and sap. The kaka lives for about 23 years, is gregarious, is not territorial and has the biggest vocabulary amongst the parrot world. The kaka needs large tracts of forest and once existed in great numbers throughout the country. With destruction of the forest habitat, the North Island kaka is largely confined to Whirinaki and Pureora Forest Parks. However birds banded at Whirinaki have been found as far away as Gisborne. There are also smaller populations found in Tongariro and Urewera National Parks and in the Kaimanawa and Tararua Forest Parks. The Hen and Chicken, Great Barrier, Mayor, Kapiti and Little Barrier islands are also inhabited by these birds. Podocarp forests are the primary habitat of the kaka in the North Island. There they feed on seeds, flowers, leaves and nectar. They strip the flesh from fruits like that found on the Miro and eat the seeds. These seeds are extremely hard but the kaka breaks them open with its powerful beak. Grubs and insects they find under bark or in rotting logs are also favoured food items. Their beaks are used to strip away bark to expose and eat the underlying sap, from kamahi, totara, pohutukawa and Northern rata. This method of feeding leaves horizontal scars on the trunk or branches of trees.

Wendy Paul

Honeydew excreted by scale insects living on the trunk or branches of beech trees makes up a small part of the North Island kaka’s diet. The Threats Declining numbers mean these birds are classified as threatened and are listed as nationally endangered species by DoC. http://www.kcc.org.nz/species/threatened/birds.htm. has more information. Apart from the destruction of their habitat, they suffer from competition and are preyed upon by predators such as stoats, ferrets, cats and rats. Their competitors are possums, rats and wasps. Possums live in the canopy eating flowers, leaves and fruit often destroying the plants that produce these. Rats eat seeds, reducing the regeneration of the forest and future food source. Wasps

compete for the energy-rich honeydew and nectar - the introduced German wasp is a particularly strong competitor. Competition reduces energy available to the kaka for breeding. Breeding occurs every four to five years producing two to six dull white eggs. The female incubates the eggs for about 28 -30 days, while the male brings food to her. Brooding continues for about 15 days and chicks stay in the nest for about 50 –70 days before they fledge and leave the nest unable to fly, spending the first week on the ground. The chick’s only defence is to stand still, making them particularly vulnerable to predators. Kaka nest in hollows in trees, lined with wood they have chipped then chewed from inside the hollow. The eggs and fledglings are vulnerable to stoats, ferrets, possums, ship rats, and cats. Vulnerability of New Zealand birds arises from New Zealand being cut off from the rest of Gondwanaland 80 million years ago - due to seafloor spreading in the Tasman Sea. This meant that it was cut off from the mammals that evolved and spread throughout the rest of the world. Apart from two species of bat, New Zealand’s birds developed without mammals so have not acquired defences against them, often living lifestyles which leave them open to predation by introduced mammals – in particular mustelids (stoats, ferrets) possums and cats. For more information on threats to kaka and the research being carried out, go to http://www.landcare.cri.nz/science/biodiversity/index.shtml?threats

Introduction to Activities Activities in the kit can be adapted to the age/level of your students, allowing you to choose achievement objectives at the appropriate level. Activities are designed to support the key dimensions of environmental education - in, about and for the environment, the key concepts – Interdependence, Sustainability, Biodiversity, and Personal and Social Responsibility and the five aims - awareness and sensitivity, knowledge and understanding, attitudes and values, skills, and participation and action. The activities offer the opportunity to work across a range of subject areas.

Pre-visit and post-visit activities To get the best value from EOTC situations, good lead-in and follow-up activities are vital. If students have some formative ideas about what they might find, they will observe in a more focused way and therefore develop their concepts more fully. Follow-up activities allow students to consider what they have seen and experienced, time to assess their previous thoughts and beliefs, with how they feel now.

The pre-visit and post-visit activities are designed to encompass learning 'about' and 'for' the environment. The field trip activities are ‘in’ the environment. These activities make it is easy to cover the Aims, Key Concepts and Key Dimensions of the Guidelines for Environmental Education in New Zealand Schools Other resources

� Use of media such as the internet, books, videos, maps and tapes.

� Taking part in a Ministry of Education LEOTC (Learning Experiences Outside the Classroom)

programme.

� Visits to other facilities offering environmental education programmes and resources.

� Guided trips and recreational activities led by accredited outdoor education providers.

� Using “specialist personnel” in your area as resource people.

Pre-Visit Activities � Brainstorm the ideas that students already have about birds, for example - What is a bird? What

parts do birds have? What sorts of things do birds eat? Where do birds live? Can you name any New Zealand birds? (about) [knowledge and understanding]

� Do a study on bird’s structure, behaviour and adaptations. Contrast this with a study on a meat-

eating mammal such as cats, ferrets, stoats and weasels. Fact sheets about mustelids can be found on http://www.envbop.govt.nz (about) [knowledge and understanding]

� Do a survey to see what pets people own (you could survey the whole school). Graph the results.

What is the ratio of cats and dogs to each person surveyed? How many cats and dogs are there compared with other animals? Design a poster or a speech telling others why it is important for native birds that cats and dogs are not allowed to stray. You will find a survey form in the Teachers’ Resource section. (about, for) [knowledge and understanding]

� Design and carry out an opinion poll. How important do people think it is to save birds like the

kiwi? Why do they think that? Is there a range of views? (for) [attitudes and values] � Get the students to place themselves on a ‘values line’ demonstrating how valuable birds are to

them: - Not important - Important but not vital - Very important - Vital Stress that it is each individual’s opinion and therefore they cannot be wrong. [attitudes and values]

� Students locate the site on a map. Estimate and then calculate its distance from the school and how long it will take to get there? Considers safety and environmental issues surrounding their visit. See “Be Prepared Activity” in the Teachers’ Resource section. (about, for) [knowledge and understanding, awareness and sensitivity]

� Have a class debate on why native birds should be protected and saved. Explore concepts such

as biodiversity, interdependence. (for) [awareness and sensitivity, attitudes and values] � Examine the meanings of the words 'exotic', 'endemic', 'indigenous' and 'native'. Find examples of

birds that fit these meanings. Look at the birds around school – list the species of bird seen under the different headings. Make a graph with the results. This is a chance to talk to the students about the need to be quiet and still while observing birds.(about, in) [knowledge and understanding]

� Complete a sound log in the school grounds, to see what sounds are predominant in this

environment (see Teachers’ Resource section). Make a tape recording so that you can identify unknown sounds later. This is a chance to talk to the students about the need to be quiet and still while observing birds.( (in) [awareness and sensitivity]

� Design and create a game to help others learn the native birds of Aotearoa/New Zealand eg head,

body and legs. (about) [knowledge and understanding] � Find out about ferrets. Why do some people love these animals? What do they do to birds, their

fledglings and eggs? Build up a list of arguments for and against having ferrets as pets then have a debate. [knowledge and understanding, attitudes and values]

� Find out what the students know about DoC. Why does DoC exist? Is there a DoC office in your

area? What sorts of things does a DoC ranger do? (about) [knowledge and understanding, skills] � Visit Rainbow Springs in Rotorua and have a close look at the kaka and kea in captivity. Make

comparisons between them and list similarities and differences. Do an observational drawing of them. While you are there, take a look at the other native birds. You will find a recording grid for this in the Teachers’ Resource section. (in,about) [knowledge and understanding]

� Explore New Zealand’s responsibilities under global conventions such as the Convention on

Biodiversity, and the Kyoto Convention. Use the DoC web site to find out about the New Zealand

Biodiversity Strategy. Why is this strategy necessary? How do the goals and actions in the strategy relate to the site you are visiting? (about , for) [knowledge and understanding, participation and action]

� Read Maori legends about native birds. Make one into a play with an environmental angle to it and

act it out in front of other classes. (about, for ) [knowledge and understanding, attitudes and values]

� Find out about New Zealand’s past vegetation and wildlife. How has it changed? Why has it

changed? How has this affected our native birds? (about ) [knowledge and understanding, attitudes and values]

� Look at the variety of beaks and feet that birds have and make masks and ‘shoes’ demonstrating

these. How does this relate to their food and habitat? Write a play involving the birds represented. (about ) [knowledge and understanding]

� Design a bird, naming its parts, including the types of feathers and describe what each part does.

You will find a frame for this in the Teachers’ Resource section. You may want to look at http://www.zoomschool.com/subjects/birds/ which have printable worksheets of birds and their external and internal labels. (about ) [knowledge and understanding]

� Land Deed

Give each student an imaginary deed to one square kilometre of land. On this he/she will create his own dream-forest, complete trees, animals and rivers. Let their imagination run wild. They should list the ingredients of their forest, then draw a picture of it. Check that they have chosen members of the food chain – carnivores, herbivores, plants, and decomposers and included factors like soil, rain and sun. There is sheet for this in the Teachers’ Resource section, however you may wish to do this on a much larger scale. (about) [knowledge and understanding]

� Predator-Prey Game

This game introduces food chains and the way they work in nature. Form a circle about 5 metres across. Blindfold two of the students and have them stand in the circle. Ask one of the students to name a predator eg. cat and ask the other to name a prey eg. bird. The predator tries to catch his prey by listening for him, then tracking him down and tagging him. If either animal goes too near the edge of the circle, the students tap him twice. Stress the need for silence while the game is being played. Experiment with different numbers of predators and prey, a larger or smaller circle. Put bells on some of the animals, forcing them to change their strategy of hunting or of avoiding capture. Ask the students questions that make them think about predator-prey relationships and lead them to understanding what a predator is and what a prey is. Help them understand that a prey can also be a predator eg. Cats prey upon birds, but in turn birds prey upon worms. (about) [knowledge and understanding]

� What Native Bird or Tree am I?

Attach a picture of a native animal or tree on the back of one of the students in the group. Don’t show them the picture. Have him/her turn around so that the others can see what is on their back. This student then asks questions to discover his own identity. The other students can answer only yes, no, and maybe. In a variation of this, the whole group has pictures on their backs and mills around asking the others questions until they have learned what they are. (about) [knowledge and understanding]

� Name a Native Bird or Tree game Form two equal teams. Each team chooses a Bird or Tree and then thinks up six to eight riddle clues for it – using identification books to help. The clues should be progressively easier, moving from general to specific. You’ll find a list of sample clues below. When both teams have their clues ready, have them face each other across a marked line. Five metres behind each team draw another line, which will be that team’s home base. The teams take turns giving clues and answers. If the guess is wrong, nothing happens. This continues until one of the teams guesses correctly. The members of the answering team turn and run toward home base, while the other team chases them. Anyone tagged joins the opposing team. My habitat is the forest. I have two feet. I eat nectar. I am large for the type of animal that I am. My cousins live in the mountains. Stoats eat my babies.

I have a raucous voice. I have a splash of orangey-red under my wings. (about) [knowledge and understanding]

Forest Recipe, Predator-Prey game, Name a Native Bird or Tree game, What Native Bird or Tree am I? were adapted from “Sharing Nature with Children” by Joseph Cornell 1979, Dawn Publications, United States

Field Trip Activities � These are activities in the environment. By visiting the site, students will better understand the

environmental issues and may want to do something for the environment after their visit. � First Impressions

On entering the forest, sit quietly for 15 minutes (practice at school) and write down immediate impressions: - sights, sounds, smells, and feelings. You could use these to write a poem or description later.

� Sound Log

Complete a sound log (see Teachers’ Resource section) as you did in the school grounds and compare what you found. Make a tape recording so that you can identify and compare the sounds from the two environments.

� All sit silently and listen to birdcalls with your eyes closed. Each time you hear a different call put

another finger up. Who got the most? Could you identify any of the birds that made those calls? � Bush Structure and Tree Identification

Look at the structure of the forest; identify the canopy, the floor and the layers in between. Identify the trees using tree identification books and keys. See Bush Structure Activity in Teachers’ Resource.

� Quadrats

Measure out 10metres square on the forest floor. Record all the trees growing inside the square. Get the students to do this in 10 different places. Collate the results and graph them. This way the forest composition can be worked out.

� Kaka Search

The kaka lives mainly in the canopy so this is the place to look for them. Find a clearing, lie/sit on the ground and look up (a plastic sheet and binoculars would be useful). One place that you can see kaka is near the Arahaki Lagoon. Can you hear the raucous screech? Can you see the splash of colour under their wings? Can you see what the birds are doing? What are they eating? Is there any evidence that they live here eg stripped bark? Record your findings in the grid found in the Teachers’ Resource section.

� Insect hunt

Check to see if there are any insects flying around – you’ll need the binoculars to look in the canopy. Pull some bark off rotten bark off logs, check for grubs – these are food for kaka.

� Tracing Energy Transfers

Draw an energy diagram starting with the kaka – see Teachers’ Resource section. � You may wish to play the following three games on the field trip, back at the camp, or back at

school. Play Food Web Tug – see Teachers’ Resource section. Play Possums Picnic – see Teachers’ Resource section. Have a debate on an issue involving saving the forest (the habitat of the kaka) or clearing it for development. See “Save Our…” in the Teachers’ Resource section.

Post-Visit Activities � Write a poem or description using the notes made as first impressions of sights, sounds, smells,

feelings in the Whirinaki Forest.(about) [awareness and sensitivity, skills] � Making a Sound Picture

Sit in a circle. Create a sound picture for the Whirinaki Forest, then one for the school environment. Before starting consider what the various elements in each scenario are – use your tape recordings and sound logs to prompt memories. Each group member begins by making a sound that they associate with that place quite softly, listening to others and changing their sounds to build up a complete picture. Discuss the differences and similarities in sounds in each place then talk about their feelings in relation to those places. (about) [awareness and sensitivity]

� Keas and Kakas

Get students to make true and false statements about kakas (or broader subjects) and write them on cards with true or false at the bottom. Divide the group into two equal teams, the Keas and the Kakas. Line up the two teams facing each other, about a metre apart. About 5 metres behind each team draw another line for Home Base. The leader makes a statement aloud. The opposing team has 30 seconds to decide whether it is true or false, then their leader says which they think it is. If they are wrong they have to turn and run to home base before getting tagged. If they are right they chase the other team. Anyone tagged has to join the other team. (about) [knowledge and understanding]

� Have the students stand on the ‘values line’ again and get them to explain any change in opinion.

Encapsulate in some way (oral, written, art, drama) what the birds mean to them. [awareness and sensitivity, attitudes and values]

� Make a food web display along a wall of your classroom showing kaka, the food they eat (nectar,

sap, fruit, berries, honeydew) the animals they compete with for that food (wasps and possums) and the animals that predate their eggs and fledglings (mustelids, cats, dogs, rats). Label all elements of the display using English as well as Maori names. Add arrows to show relationships. Add speech bubbles with the students’ ideas on how they can help the kaka survive. (for, about) [awareness and sensitivity, knowledge and understanding, attitudes and values, skills]

� Make a "wanted" poster for an introduced mammal pest. Describe the damage that the pest is

doing, suggest actions for people to take, offer an ecological reward (eg a native tree) for its elimination. (for) [skills, participation and action]

� Possums destroy mistletoe, which grows on Mahoe trees. The flowers are a favourite source of

nectar for kaka. They also eat the fruits that grow on podocarps another food that the kaka likes. Calculate the weight of forest that possums destroy in New Zealand. There are about 70 million of them and they can eat between 0.8 and 1 kg per night. Work it out per night and per year. Then consider the effects on their favourite food species. What ways are used to keep possum numbers down? How effective are they? What uses has man found for possum’s fur and meat? Why are possums so prolific here but endangered in their home of origin – Australia? (about) [knowledge and understanding]

� Make up your own legend about the kaka. Have three different choices of ending. (about)

[knowledge and understanding, attitudes and values] � Get the students to consider ways that they could help native birds. Here are some suggestions: - 1. They may like to make a bird ball - see School Journal article, “Lets make a bird ball”, 1994, Part

2, No. 2. 2. They may like to design and make a bird table offering a variety of foods such as fruit, seeds, fat,

bread or honey water. 3. Kaka fly over long distances – you may help one that strays from the bush by planting native fruit-

bearing and or nectar trees in the school or in a piece of wasteland or reserve nearby. Ask your council about this. The table below lists native plants which you might consider planting to create natural feeding opportunities and habitats. (for) [participation and action, attitudes and values]

Plants for Native Birds Common

Name Fruit and

Seeds Nectar Common Name

Fruit and Seeds Nectar

Astelia F Mapou F

Cabbage tree F Miro F

Fivefinger F N Native broom N

Flax N Northern rata N

Hinau F NZ blueberry F

Kahikatea F Pate+ F

Kaikomako F N Pigeonwood+ F

Kakabeak N Pohutukawa+ F N

Kanono F Puriri+ F

Karaka+ F Putaputaweta F

Karamu F Rewarewa N

Karo F N Taraire F

Kawakawa+ F Tarata F N

Kohuhu F N Taupata F

Kotukutuku F Tawa F

Korokio F Titoki+ F

Kowhai N Totara F N

Kumerahou N Wharangi+ F

Mahoe+ F Wineberry F

+ Frost tender

Teachers’ Resource Processing is relevant for all activities Processing is the act of drawing upon the pupils’ experiences to explain the concepts and ideas proposed. It is essential for the Teacher to facilitate answers that come from the pupils. The questions supplied are merely examples.

Pet Survey

Name Cat ö Dog õ Bird ó Fish ô Other

Totals

Be Prepared Activity

One of the most important risk minimisation strategies you can undertake is to involve the students in planning for safety. Here is an activity for you to try.

Personal Safety 1. Locate the Super Site you are visiting. Use maps and practise grid references and compass

directions. 2. Plan the trip. Still working with the map, guess (or calculate) how long it would take to get there.

How will you travel there? 3. What kind of place or environment is it? See if anyone has been there before. Brainstorm what

students already know about the site you are visiting. What do they think they will see there? Make a list or draw a picture.

4. Think about danger and safety. Tell the students to look at their list or picture of the site and think

of dangers to themselves and their classmates. For every danger, see if they can think of a way to make it safe. For example: -

DANGER/RISK! KEEPING ME SAFE

Getting lost Stay with my group

Getting cold and wet Stay on the path

Tripping over Watch where I put my feet, don’t run and wear appropriate shoes

Extra: As a follow-up, students could design a safety coat with lots of features like: being waterproof, pockets for things so that your hands are free, or a survival kit in case of accidents or getting lost. Environmental Safety Think about the safety of the environment you are visiting, especially the impact students will have on that environment. Ask students to go back to their original list or picture of the site and think about how they can be a danger to the environment and what they can do about it. Make a similar list to the one below: -

MY IMPACT ON THE ENVIRONMENT HOW I CAN STOP IT

Disturbing the wildlife Walk along quietly and carefully

Trampling plants Keep to the track and watch where I put my feet

Dropping litter Put wrappers in my pocket, pick up litter

Curriculum Links This activity covers several Health and Physical Education curriculum objectives and meets the aims of environmental education. Appropriate achievement objectives are found under the strands Personal Health and Physical Development and Relationships with Other People.

You could compare your list to the environmental care code in the margin of each Super Site. N.B. If the site is a Maori historical site, it will be of special significance and this should also be included in your discussions. Use your “Keeping me Safe ” and “Impact on the Environment “ lists to create a class “Safety and Environmental Code” for the students to follow during their visit. They could each make a copy. Test them before the trip. Take these with you on your trip and check that students use them. Reference Material � New Zealand Mountain Safety Council Inc. (NZMSC) has booklets for

planning trips eg. Survival Kits, Clothing and Equipment, and Losing

Your Way. Copies are in the Resource Boxes and are also available from

� The NZMSC, Box 6027, WELLINGTON.

� Education Outside the Classroom: Guideline for Best Practice (MoE 1995)

� New Zealand Mountain Safety Council Inc (NZMSC, Box 6027, Wellington) has booklets for

planning trips, also a video on bush safety.

� Managing Risks in the Outdoors (Mountain Safety Manual 27, 1993)

http://www.mountainsafety.org.nz

� Outdoor Pursuits Guidelines for Educators (Hilary Commission, 1996)

� Water Safety Across the Curriculum (Water Safety New Zealand, 2000)

http://www.watersafety.org.nz

� Kiwi Outdoors (Hilary Commission, 1995) – pgs 20, 21, 22,101/102

(Acknowledging West Coast Tai Poutini Conservancy – Department of Conservation)

First Impressions Sit quietly for 15 minutes as soon as you reach the forest. Write down all the things you notice under the headings. You may want to just record describing words. You could use this information for poetry, expressive writing or a report when you return to school.

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Sound Log Years 9 –13 Introduction Often we overlook the impact of sound in the degradation of the environment, the emotional effect it has on us, and also in its importance in identifying our surroundings. What to Do Issue students with the accompanying circular graph paper. Get them to find a solitary space in the environment and sit in silence for 10 minutes. Any noise or sound that is heard should be recorded on the graph paper with respect to its direction, distance, source, intensity etc Processing the Activity (Formative) � What noises did you hear? � How did these noises affect you? What did you feel? � Did you notice the sounds in the city before? Why? Why not? � Does this happen with other things? Such as? Processing the Activity (Summative) � How did the noises and sounds that you heard here differ from the other site? � Why is this? � What can we do to lessen or stop this damage? Time Place

(Acknowledging Canterbury Environment Centre)

What I noticed:

Grid for Recording Information on Birds

Bird Colours Size Beak shape (draw)

Feet shape (draw) Voice Food

Design a Bird

� Label the parts and explain what they are for. � Explain the purpose of the different types of feathers. � Say where it lives and give it feet that are right for where it lives. � Say what it eats and give it a beak that is right for the type of food it eats.

LAND DEED You have inherited the deed to one square kilometre of land. You will create your very own forest here to encourage native birds. What things does a forest need? What trees will you plant? What landforms will there be?

Bush Structure � Each person should record their ideas on this sheet � A forest is a bit like a house; it has a roof and attic, walls, furniture, carpet, floor, foundations and

sometimes pictures on the walls. � Look at the forest you are in now. Do you think it also looks a little like a house? � There is no right or wrong answer to this activity. Try to illustrate the “ house ‘ which you are in.

Can you label it using the terms in the glossary below?

INGREDIENTS

Food Web Tug

Introduction The purpose of this activity is to allow the students to experience the interdependence and interrelatedness of the environment and how the biodiversity of an ecosystem can be affected. This activity can be done inside but is more “connected” if done outside in the environment.

Resources � Cards with the name, picture and brief description of an element of the food web eg. totara, kaka,

pohutukawa, honeydew from scale insects, beech, tawa, kereru (students make the cards).

Forest structure • Canopy ( the top layer of a forest ) • Epiphytes and creepers( these grow on the trees ) • Leaf litter ( dead leaves , fallen branches) • Forest floor • Trunks of trees • Mid layer ( Plants growing under the canopy ) • Roots • Can you see any windows

� One card must be the sun/ra and another must be water/wai � Three balls of string (fun if balls are different colours and is useful to have each ball on a reel) Game 1. All except three of the students (the string runners) take a card from the upside down pile and sit

in a circle. 2. Go round the circle. Allow students to introduce themselves and to give a brief description – either

what they eat or where they live or who eats them. 3. One runner gives the end of his/her ball of string to an element of the food chain. The element

and the runner then discuss where they would like to pass the string and why this would be appropriate – either eating or being eaten by or some other kind of relationship like shelter)

4. Have the other runners do the same. 5. Keep the balls of string moving until all elements are inter-linked at least once; some may be

linked in several different ways. 6. Discuss the inter-linking, is it really like this in the environment? 7. Introduce a change – (when one element is affected they pull on their string and anyone who feels

the pull has to then pull on their string etc.) 8. Bring the possum, stoat, weasel, ferret, rat or wasp card into the scene – what effect would this

have? 9. Have the kaka die out, what other elements would be affected by this? 10. Have the sun die – lie back and pull it’s string as it dies. How many elements does this affect?

Why? Processing the Activity (Formative) Was it easy to establish links? Was it harder for some topics? How many links did you establish? Hands up those who got more than 3 links. More than 4? What does this show us about the environment? Instruct the group to carefully disassemble the web without breaking any strands and neatly coil the string onto the reel again

(adapted from several sources)

Kaka Search In the boxes, write or draw exactly what the kaka looks like and does.

The way the kaka looks What the kaka was doing

Beak

Singing/ Talking

Colours

Moving

Size Eating

Feet Nesting

Eyes

Playing

Preening

SUN

Nectar, berries, sap, grubs, scale insects, honeydew, sun, trees, stoats, weasels, ferrets, rats, cats, possums, wasps, decomposers

Tracing Energy Transfers

From the kaka draw arrows showing where the kaka gets its energy/food. Next draw arrows from these showing where those things get their energy. Now go back to the kaka. Draw arrows to animals that eat it or its eggs. Lastly add the animals which compete for the same energy/food as the kaka. � What do you think is happening to the kaka’s food now that New Zealand has introduced wasps

and possums? � How will this affect the kaka? � With introduced animals eating the eggs and babies of the kaka what do you think will happen to

the kaka population? How could this trend be changed?

Possum Picnic

Years 9-13 Introduction This activity is designed to introduce these ideas: -

The interconnectedness of living things within a community, particularly with respect to feeding relationships. Effective population control. Resources � open space � 2+ sponge balls � 10+ ice-cream container lids (cut a hole in them) � 4+ hoops � 4+ area-markers (cones) Part One - The Game Define the playing area. Everyone is a tree but these trees can walk (and ONLY walk). If a tree leaves the playing area then they become possums. Pick two of these trees/volunteers; - one is a possum, one is the hunter. Possum/Trees Possum chases trees and tags trees. Tagged tree then becomes a possum. Possums must hold hands/link arms and together pursue the other trees. Hunter Using the sponge ball “shoots” at the possums. If hit, the possum breaks from the chain and becomes a tree again. (The remaining possums must all join again) The hunter then retrieves the ball and does one complete lap of the playing area before being able to shoot again. Game continues for 10-15 minutes or until all the trees have become possums. Part One - Processing the Activity (Formative) � What happened to the possum numbers during the game? � What happened to the tree numbers? (“Hands up all the possums, hands up all the trees”) � Why did this occur? (Possums keep increasing/trees decreasing) � How did the hunter feel? � Why did the hunter have to do a lap before shooting? (Track down prey again) � What could we change in this model? (Possum numbers, hunter numbers, tree numbers, area

size, different hunter techniques, etc.) Part Two - The Game and Processing Depending upon the feedback from pupils vary different factors within the community either individually or in combinations. Run trial using larger area � What happened to the possum numbers? � How hard was it for possums to get food? � Why harder? (Resource distribution) � How was it different for the hunter? Why was this? Introduce more hunters � What happened to the possum numbers? � How hard was it for the hunters this time? � What did the hunters have to do to kill possums effectively? (Co-operative strategies for hunters) � What other techniques do we use to control populations? Introduce poison Introduce ice-cream container lid poison - hunter to drop it on playing area. If a possum steps over it then the possum is dead (becomes a tree). Hunter may collect and redistribute at will - but ONLY by DROPPING. Introduce two possum populations � What happened to the possum numbers? � How hard was it for the hunters? � Did they (possums or hunters) have to alter their strategies? Introduce Mainland Islands (Areas where the trees are safe and the possums die if they enter and maintain the hunter and the poison.)

� What happened to the possum numbers? � Did the tree numbers increase? � How did having Mainland Island areas assist the trees? � Why is it considered important to have areas like this? Part Two - Processing the Activity (Summative) May be conducted inside, outside, or a combination of the two. Processing questions may follow these lines: - � What strategies did the possums develop for success? (Both co-operative and individual

strategies are important.) Identifying and avoiding threats (poison, hunter), Catching trees. The hunter? Retrieval of ball, herding of possums to kill, etc.

� Why are the possums so successful in this activity and in real life? Because they are well adapted for eating foliage but have no natural predators to keep population in check.

� Why are the possums harmful to native New Zealand species? Because they eat new growth on plants (eg shoots, tips), and because they are competition for many native species of animal that eat the same food as they do eg kereru.

� Are there other introduced species in New Zealand that present a similar problem? Yes many – both plant (broom, egeria, wilding pines) and animal (cat, rat, ferret, weasel, stoat).

� Are there any ways that you and I are contributing to this problem? Yes – planting exotic species in our gardens, allowing pet cats, dogs and ferrets to stray.

� Is there anything that we can do to reduce this problem? Yes – we can plant natives instead of exotics in our gardens, assist in replanting areas in natives, keep cats indoors at night, keep dogs on a leash when outdoors, minimise our resource use in general to lessen habitat destruction...

(Acknowledging Canterbury Environment Centre with some adaptation)

Save Our Bush Introduction This activity (for a group of eight) is to encourage the students to investigate and debate an environmental issue in a meaningful scenario. Its purpose is to develop sensitivity and awareness of the environment. Resources a scenario sheet which sets the scene for the issue role play cards material for placards (if wanted) What to do � Read the scenario sheet. � Give out the role cards. � Students group together with their “team” – either pro or con. � Hold a hui/meeting where each team presents it’s views (you may wish to have only one or two

speakers expressing the views of their team or you may wish to allow each student a set amount of time to present their own viewpoint). Speakers explain why they believe in what they do, who/what will benefit and how and why their opinion is valid. Encourage the students to introduce songs, actions etc to their argument.

� To de-brief this activity it is a good idea for the students to briefly change “sides” or as a whole group they can suggest ways that the two teams could reach a compromise – if that’s thought possible.

Extension Students can create the landscape in sand then change it according to different scenarios, eg. a road is put through, trees are removed etc. More capable students could include the Key Concepts underlying Environmental Education (interdependence, sustainability, biodiversity and personal and social responsibility for action) in their reasoning.

(adapted from a variety of sources)

Save Our Bush

My mum works for the Regional Council and she was telling us at dinner the other night, that she had heard that a big development company from overseas was trying to get permission to put a tourist lodge in the middle of …….(point at the general area of the forest park/scenic reserve that you are in). She said that the Lodge will be really big and that the developer wants to make a road into it as well as clear a helicopter pad at the lodge. They also want to cut some easy walking tracks through the bush for people to be able to see our beautiful bush. There is going to be a hui/meeting about it because a lot of people were against it and they wanted to get people to help them stop it going ahead. The developer is going to be represented at the meeting also so that they can tell people about their plans and how it is going to help the people of the area. My Dad is going to go and he is going to take Koro because he believes that the site that they are planning to build on is an old pa site and shouldn’t be touched. My big sister wants to go because she is looking for a job and she thinks she might be able to get work at the Lodge if it goes ahead. My Mum is going because she wants to listen to all the speakers and make up her mind then……

You will accept a role card and you have to read and use the points on the card plus your own ideas and try to convince the people at the meeting that you are right.

Developer

I have lots of other Lodges like this and people pay a lot of money to go and enjoy the scenic beauty and listen to the birds. Although they cost a lot to get consents and build, I charge a lot for people to stay and make a lot of money from it. I want to be able to retire soon.

Helicopter Owner

I think its really good because I’m the only one with a helicopter in this area so I should get a lot of work and then I can buy that farm I’ve always wanted and help my children get a better education. I think it would be better not to put a road in but fly them all in by helicopter.

Sister I think it would be good because there are a lot of young people around here who have to leave the area to find work and the Lodge would mean that lots of us could train to become chefs, waitresses, cleaners, gardeners, guides. There would be a lot of jobs and that would help the whole area.

Builder I think it is very good because there is not much work for builders around here and my family was going to have to move and we have 10 children so that would have been really bad for the town and the school. Now we can stay here and have work and I can buy a new car for us.

Furniture Maker When they cut down the trees I might be able to buy them and then I could make some furniture from native trees. You can’t get much native wood now and people pay a lot of money for furniture made from native trees. With the money I earn, I would be able to afford to employ my brother.

Department of Conservation The area is significant, it has some very old rimu in it, also there are the threatened kaka living there. The tourists might bring weed seeds with them and mice, rats and other pests would be attracted here with all the food at the Lodge. Lots of trees would be cut down to make the road and clear an area for the Lodge and pad site.

Tramper Our tramping club uses this area a lot and the Lodge would be right on the main track to the hut that we stay at. I think that it shouldn’t be allowed because this area is special and the Lodge would spoil the natural beauty that’s here.

Archaeologist Close to the Lodge site is a recorded archaeological site that includes a pa site and nearby to that is an urupa. I don’t believe that the Lodge should be allowed as tourists could disturb these sites. The whole area needs to be studied and a report written first.

Local Iwi Member This area is where my ancestors lived and the Lodge shouldn’t be allowed here. Some of the land close by is tapu and tourists might go I there without knowing. Our people still use the area for hunting and the increased activity would frighten the kaka away.

Local Child I don’t want them to build a Lodge in the bush because our school tramps into there as our end of year trip. We have seen kaka there and I think that all those people going there will ruin their home and disturb the birds. The kaka will have less to eat if they clear trees for the road and the Lodge.

Cut these cards out, mount on card or laminate

Vision

Skills needed: Who could influence the decision? Who makes the final decision?

Reality Check (Will these decisions lead to your action?)

Evaluation (Did our actions result in movement towards

our decision?)

What we are going to do.

How will we find out what people think and feel?

How will we make people more aware of this issue?

Where will we find more information?

Action Planner

Teacher:

Activity:

Risk Analysis and Management System

Date:

Risks

Steps to Minimise/ Eliminate:

Emergency Strategies:

Principal’s signature:_________________________ Date:____________

Review of Your Environmental Programme Awareness and sensitivity for environment Knowledge and understanding of environment and people's impact on it Attitudes & values reflecting concern for the environment Skills of identifying, investigating, and resolving environmental issues Aims

Sense of responsibility through participation and action, as individuals or members of groups, in addressing environmental issues

Interdependence Sustainability Biodiversity

Key Concepts

Personal and social responsibility for action Tangata whenua (local people of the land) Manui (ethos, life force, life essence) Rangatiratanga (leadership) Taonga (treasure) Hauora (wellbeing) Rahui tapu (prohibition restricted)

Maori Views

Kaitiakitanga (guardianship by people, knowledge and practice associated with looking after the environment)

Education in the environment Education about the environment Dimensions Education for the environment Interactions between people and the environment Relationships of learners to environmental issues (economic, social, cultural, biophysical, political)

Perspective Ways students can improve the environment Improve the environment by their own actions Improve the environment by lobbying, informing or educating others

Student Decisions & Actions Celebrate the environment and/or work that they or others have done for it

Visual Auditory Kinesthetic

Learning styles

Other

Essential Learning Areas

Essential Skills ?

Language & languages Maths Science Technology

Social Studies

The Arts Health & Physical

Well-being

Communication

Numeracy

Information

Problem-solving

Self-management

Social and Co-operative

Work and Study

� Was there an improvement in the quality of the environment and the learning? � Was there an improvement to the student’s attitude and behaviour to the environment?

Curriculum Links

Mandate for Environmental Education Excerpts from The New Zealand Curriculum Framework Education in New Zealand today operates within the context of rapid social and economic change. The curriculum must help students to be adaptable and to play their full part in this changing environment. Some of these changes were highlighted by the education reviews of the 1980s. These include demographic changes, gender and cultural issues, major developments in technology, and environmental concerns…... Pg 28 ……..The essential learning areas are broad, recognisable categories of knowledge and understanding. They provide context within which the essential skills, attitudes, and values are developed. Other important areas of study, such as the environment, and culture and heritage, are included in a number of the essential learning areas…... Pg 8 Science/Putaiao …….Active participation in science fosters curiosity. It enables students to develop a clearer understanding of the world around them and beyond: living things, the environment………….. Studies of the environment are an important part of this area of learning. Students will be given the opportunity to explore environmental issues, which are important to their community, to New Zealand, to the Pacific, to the wider world, and to future generations. They will learn how and why people conserve and modify their environment. They will develop the knowledge, skills, and attitudes needed to make responsible decisions about the protection and wise use of local, national, and global resources and environments. Students will examine decisions about the use of resources, considering their effects on different groups, and the ethical questions and values underlying these decisions….. Pg 12 Technology/Hangarau Technology is the creative and purposeful use of human knowledge, skills, and physical resources to solve practical problems. It involves developing objects, systems, or environments……... …..They will develop an awareness of the impact of technology on the environment and the workplace. Students will be helped to make informed decisions about the use of technology in relation to society, the environment, and the economy. They will learn to appraise the potential cost and benefits of various technological applications. Students will develop the capability to design and make, and to improve objects, systems, and environments in order to solve problems…….. Pg 13 Social Sciences/Tikanga-a-iwi ….Commonly held values, such as concern for ………., and respect for the environment will be fostered, along with commonly valued attributes, such as individual initiative, effort, and responsibility……. Students will gain an understanding of how people in different places have interacted with the environment, and how they make decisions about, and manage or mismanage resources……… Pg 14 Health and Physical Wellbeing/Hauora … Health education incorporates..and environmental health...Pg 16

Science/Putaiao Living World: � AO1: Gain an understanding of order and pattern in the diversity of living organisms, including the

special characteristics of New Zealand plants and animals. � AO2: Investigate and understand the relationship between structure and function in living

organisms. � AO3: Investigate and understand how organisms grow, reproduce, and change over generations. � AO4: Investigate local ecosystems and understand the interdependence of living organisms,

including humans, and their relationship with their living physical environment. Physical World: � AO3: Explore and establish trends, relationships, and patterns involving physical phenomena. Material World: � AO4: Make informed decisions about the interrelationship of chemical substances and processes,

with technology, people, and the environment. Planet Earth and Beyond: � AO2: Investigate the geological history of the planet Earth and understand that our planet has a

long past and has undergone many changes. � AO4: Investigate how people’s decisions and activities change planet earth’s physical

environment, and develop responsibility for the guardianship of plant earth and it’s resources.

Social Studies/Tikanga-a-iwi Place and Environment: � People’s interaction with places and the environment � The ways in which people represent and interpret place and environment. Resources and Economic Activities � People’s allocation and management of resources.

Health and Physical Wellbeing/Hauora Strand A: Personal Health and Physical Development � Meet and manage challenges and risks in positive, health-enhancing ways. Strand D: Healthy Communities and Environments � Understand the interdependence between people and their surroundings and use this

understanding to help create healthy environments.

Technology/Hangarau Technology and Society � AO8: Develop awareness and understanding of the impacts of technology on society and the

environment. Environmental issues can be used as the basis to teach many of the skills required in English, Maori, Mathematics, and The Arts. School Journals have some excellent stories and articles in them and are extremely useful for working on the Essential Skills involved in the Communication and Information Skill requirements ie: processing information and critical thinking skills. Although not always in the Achievement Objectives, environmental issues are often highlighted in the processes that are intertwined with the strands of each curriculum area eg. Social Studies: - Inquiry, Values Exploration and Social Decision-Making.

Useful Resources Websites http://www.doc.govt.nz Tells you what the Department of Conservation does, has general information about conservation and DOC sites, along with resources for events like Sea Week, Conservation Week and Arbour Day. http://www.nzaee.org.nz New Zealand Association for Environmental Education has a comprehensive directory of sources of information available on-line. http://www.converge.org.nz/eco ECO is an umbrella for environmental groups and has links to these organisations at its website. http://www.zoomschool.com/subjects/birds/ Have printout worksheets of birds and their external and internal labels. http://www.kiwirecovery.org.nz Find out what is happening in the efforts to save our national symbol. http://www.forest-bird.org.nz New Zealand’s largest non-governmental conservation group. Includes a club (KCC) for primary school aged students, there are some excellent fact sheets on native birds, trees etc at this site. http://www.learnz.org.nz An interactive site for tracking the progress of adventures in some of our most interesting natural areas. This site includes Operation Nest Egg. http://www.mercurybay.co.nz/Kks.html Kuaotunu Kiwi Sanctuary has kiwi information. http://www.enzed.com/wild.html Many links to many environmental sites. http://www.nzbirds.com. Information on many New Zealand birds. They are listed under: - Endemic Birds, Native Birds, Introduced Birds, Extinct Birds. http://www.bigjude.com/BIRDSONG/Aotearoa.html A library of New Zealand bird song in RealAudio. http://mtbruce.doc.govt.nz/ Fact sheets on birds found in the Site Index. http://www.parrotsociety.org.au Information on NZ parrots found under articles and photos. http://www.penguin.net.nz Information on many NZ penguin species. http://home.capu.net/~kwelch/penguins/ Comprehensive information on penguins. http://www.duke.edu/~mrd6/moa/index.html All about the extinct Moas. http://www.maori.org.nz Includes photos of native birds and nature quizzes. http://www.projectcrimson.org.nz This is an organisation that works to protect and promote our native rata and pohutukawa trees. http://www.miranda-shorebird.org.nz The shorebird centre Located on the Firth of Thames, where many shorebirds migrate every year. http://www.landcare.cri.nz/science/biodiversity/index.shtml?threats This site covers research on the South Island Kaka. http://english.unitecnology.ac.nz/resources/units/endangered/home.html This an English online Unit Plan on Endangered Species. Has many links to websites and lists useful resources. Books � Field Guide to the Birds of New Zealand. (2000). By Barrie Heather and Hugh Robertson.

Published by Penguin Books Ltd (Viking). Field guide to New Zealand birds endorsed by the Ornithological Society of New Zealand. ISBN 0 670 89370 6

� Handguide to the Birds of New Zealand. (1999). By Barrie Heather and Hugh Robertson.

Published by Penguin Books Ltd. Every bird species in New Zealand depicted. ISBN 0 14 028835 X

� Kiwi Outdoors. (1995). By Hilary Commission. Has many useful activities including problem-

solving and confidence-building. ISBN 0 908826 21 4

� in touch. (1987). By Cathy Macfie. Published by Longman Paul. Has a wide range of activities that can enliven and enrich your environmental studies. ISBN 0 582 87744 X

� Learning Through Experience series – By Auckland Regional Council. Birds/Lets Focus on Trees/Environmental Consequences/Nature’s Recycling/Maori traditional use of the Forest/Bushcamp/Plant Power. These are especially useful for a unit based in the bush – other books are available – fax 09 366 2155 – email Library@arc.govt.nz

� Which Native. (1992). By Andrew Crowe. Published by Viking Pacific. A series of books and flip

guides, very useful resource materials. Introduces the concept of using keys for identification. ISBN – 0670 84 351 2

� Birds. (2000). By Ministry of Education. Published by Learning Media. Gives background information on structure, function and adaptation and activities that teach concepts.

� Fur, Feathers and Bark. (2000). By Ministry of Education. Published by Learning Media. Gives

background information on animal and plant coverings and activities that teach concepts. Has an associated Picture Pack.

� Animal Life Histories. (2000). By Ministry of Education. Published by Learning Media. Gives

background information on reproduction, growth and change and activities that teach concepts. Has an associated Picture Pack.

� Bush. (2000). By Ministry of Education. Published by Learning Media. Gives background

information on classifying forest plants and activities that teach concepts. � Kaka. (1997). By Jenny Jones. Published by Heinemann Education.

ISBN - 1869441729 � The children's guide to the birds of the New Zealand forests Text by Gordon Ell ; photographs by

Geoff Moon, M.F. Soper & others. � Children's guides to New Zealand wildlife Series (1981). By M. F. Soper. Published by Bush

Press. ISBN – 0908608071

� The Reed handbook of common New Zealand birds. (1999). By F.C. Kinsky and C.J.R.

Robertson. Published by Reed. ISBN - 0790006693

� The Reed field guide to New Zealand birds. (2000). By Geoff Moon. Published by Reed.

ISBN - 0790005042 � Sharing Nature with Children. (1979). By Joseph Cornell. Published by Dawn Publications. Has

many activities and games to increase environmental awareness. ISBN - 0916124142

� Maori Myths and Legendary Tales. (1999). By A.W.Reed. Published by New Holland Publishers.

Has Maori Stories of Birds in it. ISBN -1877246107

� The Wonder Book of Maori Legends. (1983). By A.W.Reed. Published by Literary Productions

Ltd. Publishers. Has the Battle of the Birds legend in it. ISBN -0589003879

CD ROM � Wild South Birds of New Zealand.

Information, photographs and sounds of 320 birds on the NZ list. � New Zealand Encyclopaedia.

(3rd edition) Has information, photographs, video clips of New Zealand birds. � The Natural World of New Zealand.

(1999). By Polymedia. Includes information, photos and video clips on birds (including kaka and their predators and competitors).

Videos

� Wild South Titles. Icebird. Bandits of the beech forest. Birds of New Zealand. Kakapo, night parrot. Kea, mountain parrot. Kiwi, a natural history. Kakapo. Takahe. Land of the Kiwi. Meet the real penguins. Possum, a New Zealand nightmare. Saving New Zealand's endangered birds. Seven black robins. Robins return. Song of protest, the kokako. Wrybill-bird with a bent. The black robin : a Chatham Islands story. The black stilt, a bird surrounded by change. To save the kakapo. Grandma, the Oldest Albatross. Produced by Television New Zealand Natural History Unit.

School Journals How birds hide 76 2:3

Rata’s Canoe 81 1:4

Spare my tree 83 2:2

The World is a Tree – (interrelatedness) 98 1:1

Walking through the Bush – (poem) 90 4

The bush supermarket (article) 95 2:5

The island that was eaten by rats (article) 79 3:1

Lets make a bird ball (article) 94 2:2

Nectar, moths and pigeon’s milk (article) 80 4:1

Trees for the birds (article) 97 2:4

Birds in Retreat (article) 79 4:3

The Moa 82 2:3

Banding Hawks 82 2:3

Mystery Moa 97 3:3

Seven Black Robins 80 3:1

Saving the Black Robin 92 YPW

Feeding the Kakapo 92 2:3

In Search of the Kokako 75 3:2

Doctor mills (Takahe) 77 1:5

Up with Herons 77 1:3

The Pukeko with a Broken Wing 79 1:1

Evaluation This “Super Sites” education resource is designed to help you plan exciting learning experiences using parks and reserves administered by DOC in your area. Is it useful? How can we improve it? Please let us know! How did you find out about this Super Sites resource? Was there enough information for you to get an overall understanding of the site? YES/NO If not, what else would you like included? What was the level of the class that used the resources? (Circle the answer) Year 1 2 3 4 5 6 7 8 9 10 Did the resources help you to meet your curriculum objectives? YES/NO If not, how could we improve them? Comment: Were the activities enjoyable? YES/NO Did they meet the learning needs and interests of your students? YES/NO Do you have any suggestions for improving them? Comment: Were the suggested activities manageable at this site? YES/NO Comment: Were there any safety concerns arising from these activities, or the site? YES/NO Comment: Has using this resource helped raise your awareness of an environmental issue in your region? If so, what? Is your class or group taking on an environmental project as a result of the visit? YES/NO Comment: Are you aware of any change in your students’ attitudes or behaviour towards the environment/environmental issues since using this resource? Comment: Was this your first visit with a class to a Department of Conservation Super Site? YES/NO

Are you planning any more visits to this or other conservation sites this year? YES/NO Comment: How would you like future Super Sites resources and programmes to be developed? (Circle the answer): New themes More sites Web access Other Comments: On a scale of 1-10, how would you rate this resource? 1 2 3 4 5 6 7 8 9 10 (Excellent) (Poor) Would you use a ‘Super Sites’ education resource again? Have you any other comments about how we could improve this resource? Please post the completed form to: - Community Relations, Bay of Plenty Conservancy, P.O. Box 1146, Rotorua. Thankyou!