Sulphur Bay Super Site Resource (Part 4): Teachers' Resources

3. TEACHERS’ RESOURCES

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.

3.1 PRE-VISIT ACTIVITIES

1. Brainstorm the ideas that students already have about birds and Lake Rotorua’s volcanic origins. (about) [knowledge and understanding]

2. 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? Consider safety and environmental issues surrounding the visit. Especially important at this site are the thermal danger and the proximity to water. Students should also be made aware that this site includes a sanctuary that must not be entered and the birds should not be disturbed. See “Be Prepared Activity”, p21 (about, for) [knowledge and understanding, awareness and sensitivity].

3. Do a study on Lake Rotorua’s volcanic origin. Especially find out what these words mean – mudpool, spring, caldera, sinter, fumarole, acid, alkaline, gas, sulphur. Rotorua Museum of Art and History offers programmes in volcanism and a Sulphur Science unit that involves Sulphur Bay. (about) [knowledge and understanding]

4. Do a study on bird adaptations, especially feet and bills in relation to food and habitat. How are water birds different form land birds? Why don’t they sink? How do they stay warm when they in the water? (about) [knowledge and understanding]

5. 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]

6. ‘Design a waterbird’ – p24, naming its parts, including the types of feathers and describe what each part does. (about ) [knowledge and understanding]

7. Find out about the different types of feathers on birds, where they are on the bird and how they are used. (about ) [knowledge and understanding]

8. Learn about the life cycles of insects and smelt, bullies and inanga. (food for birds) Environment Bay of Plenty’s “Bay of Plenty Freshwater Fish Calendar” is available at their offices. The Native Freshwater Fish Society and NIWA have created two excellent websites about the 35 species of N.Z. freshwater fish, their distribution, and threats they face. http://www.nzfreshwater.f2s.com and http://www.niwa.cri.nz/NIWA_research/fwfish atlas/

Bay of Plenty Super Sites: 15 Sulphur Bay –Super Site Resource 5 (about) [knowledge and understanding]

9. Read Maori Legends involving Lake Rotorua, especially “Hinemoa and Tutanekai”. You will be able to identify Hinemoa’s Point and Mokoia Island featured in the legend when you visit the lake. There are a number of Maori bird legends and stories also – see reference list. You may wish to make one of these into a play. [attitudes and values]

10. Examine the meanings of the words 'introduced', 'endemic', 'migrant' and 'native'. Find examples of waterbirds 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. In addition, you could find meanings for ‘threatened’, ‘vulnerable’, ‘rare’, ‘endangered’, ‘critically endangered’, ‘extinct in the wild’, ‘extinct’. You can find some answers on fact-sheets on the http://www.kcc.org.nz website. (about, in) [knowledge and understanding]

11. Complete a ‘Sound Log’ (p25) in the school grounds, to see what sounds are predominant in this environment. Make a tape recording so that you can identify unknown sounds later. This is another chance to talk to the students about the need to be quiet and still while observing birds. (in) [awareness and sensitivity]

12. Design and create a game to help others learn the native waterbirds of Aotearoa/New Zealand eg head, body and legs. (about) [knowledge and understanding]

13. Find out about bird banding. Why is this done? Who does it? How do they do it? What should you do if you see a bird with a band? For more information on banding try these websites: - http://www.123.co.nz/tiri/tiri_bird_bands.htm explains some of the bands used in New Zealand. http://www.oneocean.org/ambassadors/migratory_birds/going_bird_b anding.html Explains how bird banding is done from the writer’s personal experience. http://www.absa.asn.au/research.html The Australian Bird and Bat Banding Scheme gives information on reasons for banding and what to do if found. (about) [knowledge and understanding]

14. 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? Check out http://www.doc.govt.nz (about) [knowledge & understanding, skills]

15. Find out about Rotorua’s past vegetation and wildlife. How has it changed? Why has it changed? (about ) [knowledge and understanding, attitudes and values]

16. Find out what a Wildlife Refuge is and what a Wildlife Sanctuary is. How do they differ? Investigate which laws govern these. (about ) [knowledge and understanding]

Bay of Plenty Super Sites: 16 Sulphur Bay –Super Site Resource 5

3.2 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.

Good places for viewing birds and taking large group activities are in front of the Lake Plaza Hotel and at Motutara Point. You may wish to take photos or video of the birds for reports, presentations or artwork back at school.

Stop and read the interpretation panels and signs. Notes from them could be used in a report on returning to school. If you are aiming to have a debate once back at school, you may wish to take particular note of the signs at the boat ramp at Motutara Point.

First Impressions (p23) On arriving at a new area, sit quietly for 15 minutes (practice at school) and write down immediate impressions: - sights, sounds, smells, and feelings. Do this near Lake Plaza Hotel, in the mudpool section and Motutara Point. You could use these impressions to write a poem, expressive writing or report later.

Sound Log (p25) Complete a sound log 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 school environment and this one. You could use these for creating a sound picture after the trip. You may find it interesting to do this near the Lake Plaza Hotel, the mudpool section and Motutara Point and compare the results.

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?

Bird Count (p26) Get someone with a watch to time five minutes while the students count as many birds as possible. Compare answers. Next count as many different species as possible.

Bird Identification (p26) Look at the birds in and around the lake and shore using binoculars. Use identification books to decide what bird you are looking at. Note where the bird is – is it sitting in a group or on its own? Use the grid on p27.

Bird Behaviour (p26) Choose one bird to watch. Over five minutes record the number of times it behaves in certain ways eg preening, washing, roosting, and feeding. Repeat with a different species of bird. Compare results. Collate the information for same species birds and graph the results when you get back to school.

Manuka or Kanuka? (p28)

Bay of Plenty Super Sites: 17 Sulphur Bay –Super Site Resource 5 Using the information supplied and your observations, distinguish between kanuka and manuka. Record information about the flowers, capsules, leaves, bark and smell using observational drawings and descriptions on the table found on p28. Plant identification books may be helpful.

Insect Observation Catch one of the many midges flying around. Look at it under a magnifier, do an observational drawing of it, then let it go.

Path Transect (p29) Measure out 50 metres of path. In 10 metre sections, mark each metre, record all the plants growing within 2 metres of the track. Note any features like mudpools or fumaroles also. Get the students to do this in 10 different places. Collate the results and graph them. Look for patterns such as a certain plant seems to be always next to fumaroles and try to decide why this may be. This way the plant composition can be worked out for the area.

Food Glorious Food Watch the birds and see if you can see what they are eating – you’ll need binoculars to do this. Particularly watch the birds at Motutara Point. Check to see if there are any insects flying around. Midges fly around in clouds. Watch to see if any birds are catching them.

Hotspots At one of the geothermal areas, ensure safety first – warn students of danger of thermal activity, then fill in a First Impressions Grid and a Sound Log (p23/25). Discuss reasons for the thermal activity, the cause of the smell (sulphur dioxide). Do an observational drawing/map of the area and label fumaroles, acid sulphate mudpools, sulphur domes and sinter terraces and chloride pools. Take the students to Rachel Spring behind the Blue Baths to make a comparison with an alkaline chloride pool.

3.3 POST-VISIT ACTIVITIES

Bay of Plenty Super Sites: 18 Sulphur Bay –Super Site Resource 5 1. Write a poem, description or report using the notes made as first impressions of sights, sounds, smells, feelings at Sulphur Bay. (about) [awareness and sensitivity, skills]

2. Make a wanted poster for a certain bird. Write a description of the bird and what bands it was last seen wearing. (about) [knowledge and understanding, skills]

3. Have a debate on an issue involving saving the wildlife refuge from being disrupted by a new tourism venture. See “Save Our Birds ” p 30- 32 (for, about ) [awareness and sensitivity, knowledge and understanding, attitudes and values, skills]

4. Make up your own legend about the birds at Sulphur Bay. Have three different choices of ending. (about) [knowledge and understanding, attitudes and values]

5. Making a Sound Picture Sit in a circle. Create a sound picture for Sulphur Bay, 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 softly making a repeated sound that they associate with that place, 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. Instruments or voice could be used for this activity. Students may invent their own instruments. The sound picture could be translated into symbols so that it could be performed again. It may be used as the backing for a play or a legend enactment. (about) [awareness and sensitivity]

6. Black-billed gulls and Red-billed gulls Get students to make true and false statements about waterbirds and write them on cards with true or false at the bottom. Divide the group into two equal teams - Black-billed gulls and Red-billed gulls. 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]

7. List the birds you saw on the field trip under the words 'introduced', 'endemic', 'migrant' and 'native'. Graph the results. You will need to check bird identification books. (about) [knowledge and understanding]

8. Consider ways that you could help the waterbirds . Here are some suggestions: - • Make a poster showing reasons why dogs are not allowed at the Lakes. • Make a poster making people aware that Sulphur Point is a bird sanctuary and that the birds should not be disturbed. Give practical

Bay of Plenty Super Sites: 19 Sulphur Bay –Super Site Resource 5 advice on the poster, like “Slow your boat to 5 knots 200 metres from shore.” Display at the library, Rotorua Tourism, or Rotorua Museum of Art and History. • Write an article about Sulphur Bay and try to get it published in the Rotorua newspapers. • Make a radio advert or interview, emphasising the need to not take boats (including kayaks) into the bay. See if a local radio station or your school radio station will play it. (for) [participation and action, attitudes and values]

9. A census of birds on Lake Rotorua and Lake Okataina was done in1985 and 1991. The results are listed in the ‘Bird Census’ on p33. Comparisons and graphs can be made with the results. (about, for) [knowledge and understanding]

10. Create a mural/wall display showing the geothermal activity and what lies below this, the lake, the birds and the plants. This could take the form of a factual report involving writing, photos and observational drawings. Conversely, it could become an artwork that involves taniwha under the earth heating the ground as in the film on volcanism shown in the Rotorua Museum of Art and History. (about) [knowledge and understanding, skills]

11. In the 1997 State of the Environment Report, declining BIODIVERSITY was found to be New Zealand’s biggest environmental concern. Find out what BIODIVERSITY is and why it is so important. Consider how this is important when considering the management of places like Sulphur Bay. What are the threats to maintaining biodiversity? List the ways you, your school, your community and your country can help to maintain biodiversity. Make a poster or write an article telling people ways they ensure that biodiversity is maintained. See if you can get this published in the local newspaper. (about, for) [knowledge and understanding, participation and action, attitudes and values]

12. Explore New Zealand’s responsibilities under global conventions such as the Convention on Biodiversity, and the Kyoto Convention. Use the DoC web site http://www.doc.govt.nz 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]

Bay of Plenty Super Sites: 20 Sulphur Bay –Super Site Resource 5

3.4 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.

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.

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

Plan the trip. Still working with the map, guess (or calculate) how long it would take to get there. How will you travel there?

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.

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

Falling into a hotpool Stay on the path

Watch where I put my feet, don’t run Tripping over 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.

Bay of Plenty Super Sites: 21 Sulphur Bay –Super Site Resource 5

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 below: -

MY IMPACT ON THE HOW I CAN STOP IT ENVIRONMENT

Disturbing the wildlife Walk along quietly and carefully

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

Dropping litter Put wrappers in my pocket, pick up litter

Breaking twigs off trees and plants as I Keep to the middle of the track and walk past leave the plants alone

You could compare your list to the environmental care code in the margin of each Super Site.

N.B. If the site is a MHori 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, and a video on bush safety. Copies are available from The NZMSC, Box 6027, WELLINGTON. Also see: ‘Managing Risks in the Outdoors’ (Mountain Safety Manual 27, 1993) http://www.mountainsafety.org.nz • Education Outside the Classroom: Guideline for Best Practice (MoE 1995) • Outdoor Pursuits Guidelines for Educators (Hillary 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)

Bay of Plenty Super Sites: 22 Sulphur Bay –Super Site Resource 5 3.5 FIRST IMPRESSIONS Sit quietly for 15 minutes as soon as you reach Sulphur Bay. 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.

S m e l l s

S o u n d s

S i g h t s

F F e e l i n g s JJJ KKK LLL

Bay of Plenty Super Sites: 23 Sulphur Bay –Super Site Resource 5 3.6 DESIGN A WATERBIRD

• Label the parts and explain what they are for.

• Indicate 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.

Bay of Plenty Super Sites: 24 Sulphur Bay –Super Site Resource 5 3.7 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. They imagine themselves to be sitting at the centre of the 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. Symbols or words may be used. (You will need to enlarge the graph on a photocopier).

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

What I noticed :

(Acknowledging Canterbury Environment Centre)

Bay of Plenty Super Sites: 25 Sulphur Bay –Super Site Resource 5 3.8 GRID FOR RECORDING INFORMATION ON BIRDS

Feet shape Beak shape Where VVV Colours VVV Draw bird shape Name (draw) (draw)

Lake Blue Grass Grey Island Black Swamp White Scrub Green Tree Brown Other Yellow Orange Red

Bay of Plenty Super Sites: 26 Sulphur Bay –Super Site Resource 5 Bay of Plenty Super Sites: 27 Sulphur Bay –Super Site Resource 5

3.9 BIRD BEHAVIOUR

Choose a bird to watch Tick all the things it does in 5 minutes. Add any other behaviour not listed.

Wendy Paul

Type of bird:______

Choose another type bird to watch. Tick all the things it does in 5minutes. Add any other behaviour not listed.

Type of bird:______

Choose another type bird to watch. Tick all the things it does in 5minutes. Add any other behaviour not listed.

Type of bird:______

Compare your results with other people. Did they get the same behaviours for the same type of bird?

Back at school, cut the recording sheet up. Put the same types of bird into the same pile. Collate the results using a tally chart, then graph them and compare behaviours of different bird types.

Bay of Plenty Super Sites: 28 Sulphur Bay –Super Site Resource 5 3.10 KANUKA OR MANUKA?

The kanuka looks very similar to the manuka but can be distinguished in a number of ways: - • manuka is aromatic, kanuka is not • manuka has harsher leaves • manuka has bigger flowers (12mm) than kanuka (5mm) • kanuka capsules are smaller but more elongated than manuka.

Describe or draw the parts of one plant in the table. Then look for a plant that is slightly different. Compare the results and decide which is manuka and which is kanuka . §§§anuka §§§anuka

Leaves Leaves

Flowers Flowers

Capsules Capsules

Bark

Smell of leaves leaves Smellof

Bay of Plenty Super Sites: 29 Sulphur Bay –Super Site Resource 5

3.11 TRANSECT RECORDING FORM You may wish to enlarge this form on the photocopier.

P A T H

metres

P A T H

metres

P A T H

metres

Bay of Plenty Super Sites: 30 Sulphur Bay –Super Site Resource 5 3.12 SAVE OUR BIRDS

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 - scenario sheet which sets the scene for the issue - role play cards - material for play cards (if wanted)

What to do 1. Read the scenario sheet. 2. Give out the role cards. 3. Students group together with their “team” – either pro or con and discuss their argument and how they will present it.

4. 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.

5. 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)

Bay of Plenty Super Sites: 31 Sulphur Bay –Super Site Resource 5

Wendy Paul

SAVE OUR BIRDS –scenario sheet

My mum works for the Regional Council and she was telling us at dinner the other night, that she had heard that a Wildlife Tours was trying to get permission to take kayaking groups into the Sulphur Bay Wildlife Refuge twice a day to look at the birds there.

She said that kayaking is becoming very popular as a tourist activity in New Zealand and tourism makes a lot of money for our country. She also said that she thinks it might be against the law to take boats into the Refuge and that a while ago they stopped hovercrafts from going in there. Of course hovercrafts make lots of noise and go fast and will disturb the birds, whereas kayaks are small and quiet and don’t go very fast.

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 tourist operator 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 area is taonga 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 with the tourist operator 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.

Bay of Plenty Super Sites: 32 Sulphur Bay –Super Site Resource 5

Cut these cards out, mount on card or laminate

Tourist Operator Local Iwi Member

I have recently started up a kayaking tours This area is where my ancestors lived and we business on Lake Ro torua. So far, I haven’t regard the birds as taonga. There was a battle taken groups into Sulphur Bay. I know that a fought by my people here. Some of them died, lot of people would find it really interesting so their spirits are still there. We believe that the looking at the birds and the geothermal birds are the spirits of our anc estors. Leave our activity there. This would attract more people ancestors to live in peace. to go on my tours. I’d keep people away from the breeding areas.

Sister Ornithologist I think it would be great. I’ve heard that eco- Birds are delicate animals and can easily be tourism is really booming and I’d like to get a disturbed. Sulphur Bay is a Wildlife Refuge with job as a guide for the tourist operator. Jobs a Wildlife Sanctuary in it. There are birds there like this are hard to get. I hope he gets that are threatened like the banded dotterel and permission. rare like the dabchick. I would not like to see them being disturbed. They may not breed and the numbers would be less than before.

Eco-Tourist Department of Conservation When I go to another country, what I want to There are threatened species breeding in see is the wildlife. I am prepared to pay a lot Sulphur Bay. The Wildlife Act says that no boats of money to be guided by people who know or hovercrafts can enter the Refuge during the area. I believe that kaya ks wouldn’t hunting season and they can’t enter the disturb the birds much. They are quiet and Sanctuary without our permission. We don’t small after all. want people in there disturbing the birds. If people want to see the birds they can view them from the walkway – that is already causing enough disturbance.

Jet Ski Operator Geologist I’d like to see the k ayaks go into the Sulphur The geothermal activity at the end of Puarenga Bay. So many people want to take the jet skis stream is still quite active. I would not like to see in there but I can’t let them. I would like to be people in this area putting themselves at risk. If able redirect them to the kayaks once they people tried going on shore, within Sulphur Bay, have had a fast ride on my jet skis. Perhaps they are at risk of falling through the sinter we could have a package deal, so that terraces into boiling mud. The water in the Bay is people could do both at a cheaper price. quite acidic so it may damage the kayaks.

Travel Agent Local Child I think it’s really good. People are always I don’t want people to take kayaks into the asking for wildlife tours and at the moment I Wildlife Refuge because when we went there on can’t offer them anythi ng much around a school trip we saw lots of birds on nests and Rotorua. I’d like it to go ahead so that I can feeding babies. If people go in there in boats get a commission for booking the tours. It they might frighten the parents away from their won’t disturb the birds because kayaks aren’t eggs or their babies. noisy.

Bay of Plenty Super Sites: 33 Sulphur Bay –Super Site Resource 5 3.13 BIRD CENSUS Bird counts were done on Lakes Rotorua and Okataina in1985 and 1991. Lake Rotorua has an area of 79.78 km 2 and Lake Okataina is 10.8km 2. Find the total number of birds for each column. To make a comparison between the lakes you will need to divide Rotorua’s area by Okataina’s, then multiply Okataina’s totals by that number. Make a graph using these new totals. Compare the bird numbers for the two years.

By using the original totals, divide the total number of birds per column by the area of the lake to find out how many birds per square kilometre there is on each lake.

Once you have made your graphs and comparisons, list possible reasons for differences. • Why would there be more birds per square kilometre on one lake than the other? • What might cause differences in counts from 1985 to 1991? Use this website to help with your answers: - http://mfe.katipo.co.nz/freshwater/lakes/index-rotorua.html

Table adapted from Innes, J. Whaley, K. and K. Owen (1999) Abundance and distribution of waterbirds of the Rotorua Lakes, 1985-1996. Conservation Advisory Science Notes No. 236, Department of Conservation, Wellington. LAKE ROTORUA LAKE OKATAINA BIRD SPECIES Feb 1985 Jan 1991 Mar 1985 Jan 1991 N.Z. Dabchick 20 32 30 2 Black Shag Not counted 172 0 16 Little Black Shag 71 1641 Not counted 0 Little Shag 2000 1098 0 50 White-faced Heron 14 2 11 13 Black Swan 1634 3581 18 19 Domestic Goose Present 15 0 0 Paradise Shelduck 36 221 2 0 Mallard 1231 480 5 24 True Grey Duck 10 4 31 8 Grey Teal 70 12 0 0 Shoveler 83 0 0 0 Scaup 2318 1108 117 167 Pukeko Present Present 0 0 Spur-winged Plover Present Present 0 0 Pied stilt 69 24 4 0 Black-backed gull 1168 91 6 5 Red-billed gull 1648 842 0 0 Black-billed gull 390 25 0 2 Caspian tern Not coun ted. 15 Not counted. 0 Total

Bay of Plenty Super Sites: 34 Sulphur Bay –Super Site Resource 5

3.14 ACTION PLANNER

Vision

Skills needed: Who could influence the decision?

Who makes the final decision?

Reality Check What we are going to do? Evaluation (Will these decisions (Did our actions result lead to your action?) in movement towards our decision?)

How will we find out what people How will we make people more aware think and feel? of this issue?

Where will we find more information?

Bay of Plenty Super Sites: 35 Sulphur Bay –Super Site Resource 5

3.15 RISK ANALYSIS AND MANAGEMENT SYSTEM Teacher :

Activity:

Date :

Risks

Steps to Minimise/ Eliminate:

Emergency Strategies:

Principal’s signature:______Date:______

Bay of Plenty Super Sites: 36 Sulphur Bay –Super Site Resource 5 3.16 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 Aims Skills of identifying, investigating, and resolving environmental issues Sense of responsibility through participation and action, as individ uals or members of groups, in addressing environmental issues Key Interdependence Sustainability Biodiversity Personal and social responsibility for action Tangata whenua (local people of the land) Maori Manui (ethos, life force, life essence) Rangatiratanga (leadership) Taonga (treasure) Hauora (wellbeing) Rahui tapu (prohibition restricted) Kaitiakitanga (guardianship by people, knowledge and practice associated with looking after the environment) Education in the environment Dimensions Education about the environment Education for the environment Interactions between people and the environment Perspective Relationships of learners to environmental issues (economic, social, cultural, biophysical, political) Ways students can improve the environment Student Improve the environment by their own actions Improve the environment by lobbying, informing or educating others Celebrate the environment and/or work that they or others have done for it Learning Visual Auditory Kinesthetic Other

3.17 ESSENTIAL LEARNING AREAS

Health & Essential Language & Maths Science Technology Social Studies The Arts Physical well- languages Learning areas being Communication Numeracy Information Problem-solving Self-management Social and Co- operative Work and Study

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

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