Teacher Resource Kit - 7
Waikato Wetlands
Teacher Resource Kit - 7
Waikato Wetlands
ISBN 0-478-22298-X
Waikato Conservancy Private Bag 3072, Hamilton, 3240 Level 5, 73 Rostrevor St, Hamilton
Tel: 07 838 3363 Fax: 07 838 1004 Email: [email protected]
2002
To the students who will use these kits – We have shared our lifetime experience with you, hoping that you will also become enthused as future caretakers of your environment. John and Elva.
Acknowledgements
Text and teaching ideas: John Charteris and Elva Gouk Kotare Ventures Taupiri Email: [email protected]
Editing: Fiona Edwards Janet Hodgetts
Cover Illustration: Sonia Frimmel Email: [email protected]
Text Illustrations: Sonia Frimmel Janet Hodgetts Sue Asplin
CONTENTS page
Locations of Teacher Resource Kits for Waikato Conservancy 3 Some of the major wetlands in the lower Waikato River Basin 4 Using this Resource 5
Background Information 7
What are Wetlands? 7 The Formation of Waikato Wetlands 10 Wetland Life 12 Management of Waikato Wetlands 20 Before Visit Activities 21 After Visit Activities 22 Organisation of Outdoor Safety 23 Location Facilities 24 1. Lake Ngaroto 24 2. Lake Ruatuna 26 3. Lake Kaituna 27 4. Whangamarino Wetland 29
Statement about Curriculum Links 31 1. The Arts 31 2. Social Studies 32 3. Science 33 4. Technology 34 5. Health and Physical Education 35 6. General Study Topics 36 Teacher Worksheets 37 I. Focus on Audio and Visual Arts 37 II. Social Studies 39 III. Investigating Plankton 40 IV. Observing Birds 45 V. Underwater Plants 47 VI. Cabbage Trees – Ti Kouka 50 VII. Flax – Harakeke 51 VIII. Observing Wetlands 52 IX. Wetland Fish – the invaders 54 X. Wetland Fish – the good guys 56 Other References and Resources 59
2 Locations of Teacher Resource Kits for Waikato Conservancy
Waikato Conservancy Boundary Cuvier Is. 0 10 20km N Wetland Kit study sites: Mercury Is. 7.1 L. Ngaroto 7.2 L. Ruatuna 7.3 L. Kaituna 7.4 Whangamarino Wetla nd 25 Cathedral Whitianga Cove 1
25 2 Tairua Firth KauaerangaKauaeranga of Valley 1 Thames Valley Thames 25 Miranda 25 2 2 26 Meremere 7.4 Port Paeroa Waihi Waikato 1 Karangahake
3 2 Te Aroha
Morrinsville 7.3 26 1 Hamilton Raglan 23 7.2 Cambridge 4 1 7.1 3 Mt Pirongia
Kawhia
Ruakuri 5 Tokoroa Caves
Te Kuiti 3 6 Pureora Forest 1 Park 4 Mokau Taupo
Lake Taupo
Taumarunui 3 Some of the major wetlands in the lower Waikato River Basin
Key: Thames wetland Firth of lake Bombay N Miranda Thames river
1 2 2 highway 25 town Waihou 26 River Pokeno 2
4. Whangamarino Torehape Meremere Wetland
27 Kopuatai Waikato Wetland Paeroa River
L. Waikare L. Whangape
L. Rotokawau L. Rotongaro L. Ohinewai Waitoa River
L. Okowhao L. Kimihia Te Aroha L. Hakanoa Piako River L. Waahi Huntly 26
L. Hotoananga 1 HORSHAM L. Pikopiko Morrinsville DOWNS L. Areare Ngaruawahia Lake C LAKES Lake D 27 3. L. Kaituna Waipa River Lake E
26 Hamilton L. Rotokauri Horseshoe Lake
23 L. Koromatua 3 L. Cameron 1 OHAUPO Cambridge L. Maratoto PEAT 2. L. Ruatuna LAKES L. Rotomanuka L. Mangakaware Moanatuatua Swamp L. Ngarotoiti L. Serpentine 1. L. Ngaroto L. Rotopotaka L. Karapiro Pirongia
Te Awamutu 0 5 10 15 20 km 4 USING THIS RESOURCE
This Teacher Resource Kit is designed to give you a hand to plan exciting and educational conservation learning experiences outside the classroom. It focuses on a selection of parks and reserves administered by the Department of Conservation (DOC) in your region.
There are six accessible sites within the Waikato that are ideal for learning about marine reserves, limestone caves, volcanoes, forests, endangered species and historic reserves. In addition, there are currently three sites (plus one pending) suitable for wetland studies. By visiting these sites, students can consolidate work already done and gain additional first-hand experiences and information to complete their studies.
CROSS-CURRICULAR OR SPECIALISED
In planning your programme we suggest using the Guidelines for Environmental Education in New Zealand Schools. The guidelines provide advice on environmental topics and how to plan these into curriculum studies and programmes with a bicultural focus.
Sites can be used to meet goals from specific curriculum areas, or different curriculum areas simultaneously. This is an approach that mirrors the interconnectedness of the environment.
ACTIVITIES
Activities in these kits can be adapted to the age/level of your students, allowing you to choose the achievement objectives at the appropriate level. Activities are designed to support the key dimensions of environmental education - in, about and for the environment.
Education in the environment Education in the environment (both natural and built) gives opportunities to develop skills in observation, data collection, practical inquiry and investigation, as well as social and co-operative skills, group-work skills, communication skills, and problem-solving.
Education about the environment Education about the environment involves not only knowing about and understanding the natural and built environments, but also appreciating the key social, political, ecological and economic factors that influence decision making on local, national and global issues.
5 Education for the environment Education for the environment involves developing a sense of responsibility for natural and social environments. It deals with people’s emotions and their willingness to make lifestyle choices that help maintain and improve the quality of the environment.
Education for the environment is based on students’ knowledge and understanding about the environment and their experiences in the environment – all three aspects are interlinked.
A balanced environmental education programme addresses all three dimensions (in, about, and for ).
BEFORE YOU START
The activities in this kit offer students the opportunity of working across a range of related subject areas - in much the same way as project teams work together to manage a forest park or marine reserve, for the benefit of all. Teachers are encouraged to undertake further extension activities such as:
• 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 zoos, aquaria, botanic gardens, museums, marine education centres and other facilities offering environmental education programmes and resources. • Guided trips and recreational activities led by accredited outdoor education providers.
BACK AT SCHOOL
To get the best value from a field trip teachers should plan good lead-in and follow-up activities. 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.
The suggested activities given on pages 21 and 22 are designed to encompass learning 'about' and 'for' the environment. You will find specific site-based activities for Waikato Wetlands (learning 'in' the environment) from page 37 onwards.
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