Kauri Keep KaURI Dieback School STANDING! Resource Ko te rakau e tupu ana, e taea te whakahoki, ki te one i tupu ake ai It is possible to trace a growing tree to the soil from which it grew. Te Roroa, Waipoua Forest This proverb relates to people as well as trees – a child’s environment determines the adult that they will grow into. CONTENTS 02 Introduction to the Resource 04 How to use this resource 04 Links to the NZ Curriculum 05 Key Concepts and Vocabulary 05 Bibliography 06 Background Information 07 Kauri, Agathis australis 10 Where Can I See Kauri? 11 Kauri are Ecologically, Economically and Culturally Important: 11 Kauri Ecology 11 Maori Culture and Kauri 12 Economic Value in the Past: Kauri Timber Industry, Kauri Gum Industry 13 Kauri Today: Colin McCahon Artist, Swamp Kauri 14 Soil, Soil Microbes 15 Kauri Dieback Disease 18 Level 1 and 2 19 Achievement Aims 20 Pre-visit Activities 21 Fieldtrip Activities 22 Post visit Activities 32 Level 3 and 4 33 Achievement Aims 34 Pre-visit Activities 36 Fieldtrip Activities 37 Post visit Activities 49 Level 5 50 Achievement Aims 51 Pre-visit Activities Fieldtrip Activities 52 KEEP KAURI STANDING 53 Post visit Activities 72 Additional Resources 1 IntrODUCTION TO THE RESourCE INT RO DUCT IO N T O THE R INTRODUCTION ES O auri are the kings of the forest, countries. Plant and animal species that developed U during this time are now often found in these R Ka true taonga (treasure). They countries that used to be joined. CE provide home and shelter to many Today kauri are reminders to us all, of New Zealand’s past connection to Gondwana and our of New Zealand’s native animals own connections and responsibilities to the land. and plants and have supported These ancient trees are now under threat of people throughout their time here. extinction from a microscopic disease new to our country - kauri dieback disease. Kauri played an important role in many aspects This resource kit is designed for teachers and of early Māori culture, shown by their inclusion in students of levels one to five. The activities in this creation mythology, rituals, war, art and everyday resource are designed to create awareness and life. To European pioneers, kauri provided an extend understanding of the threat to kauri trees industry for a growing population with wood from kauri dieback disease, the loss we face if kauri milled for timber, furniture and boat masts, and became extinct, and what we can do to protect gum for varnish. kauri. Kauri ancestors grew on Gondwana, an ancient This resource kit contains background information landmass or “supercontinent” which existed and provides activities for use both inside and between 500 and 180 million years ago and outside of the classroom with links to the New included most of today’s southern hemisphere Zealand curriculum. Objectives A To increase awareness and understanding of: • the uniqueness of the New Zealand kauri Agathis australis • what kauri dieback disease is and how it is spread • how species become threatened • the implications of the loss of a species (the interconnectedness of forest ecosystems) B To create reflection and promote personal action to protect and sustain living kauri. KEEP KAURI STANDING 3 CE R U O HOW TO USE THIS RESOURCE ES R The resource is split into learning levels though you may wish to select and modify activities from other levels. A range of activities is suggested at each level. THE O Activities are split into three categories: N T 1 Pre-visit activities are designed to introduce concepts to students and provide minimum knowledge IO before visiting an area where kauri trees grow. 2 Field visit activities aim to encourage students to be observers in a forest, to get a sense of the interdependence of organisms in a kauri forest, and an awareness of their own responsibilities and DUCT capabilities as kaitiaki (guardians) of these forests. RO 3 Post-visit learning experiences may be used as pre or post-visit but are designed to promote reflection and personal action in the individual. INT Additional worksheets are included at the end of each learning level; suggested timing is included but may be modified. OPTIONAL EXTRAS: A copy of the DVD “Save Our Kauri Forests: Kia Toitu He Kauri” can be supplied on request via the kauri dieback website www.kauridieback.co.nz The Kauri Dieback Management Programme also has a number of kauri dieback experts you can call (leave a message with 0800 NZ KAURI). A video-conference with the class or a class visit can be arranged on request. LINKS TO THE NZ CURRICULUM Students will gain ecoliteracy, community involvement and action competence by: VISION, VALUES AND PRINCIPLES: KEY COMPETENCIES: Envisioning a sustainable future which includes Understanding language, symbols and text: thriving kauri forest. in a range of curricula through research and practical applications. Being connected to and actively involved in issues affecting their communities. Relating to Others: understanding individuals connection to other people and the environment. LEARNING AREAS: Participating and Contributing: being involved Science: Nature of Science, Living World in actions and decision making that will Social Science: Social Studies – Place and positively impact on kauri and educate others Environment, Continuity and Change about kauri dieback disease. English: Speaking, Writing, Presenting Thinking: critically thinking about the issues surrounding kauri dieback and the changes Maths: Geometry and Measurement individuals can make to enable a future for kauri The Arts: Visual Art- Understanding the Visual and the species dependent on kauri. Arts in Context Managing Self: being involved in experiential EfS: Sustainability, Guardianship, activities and evaluating ways in which students Interdependence, Responsibility for Action, personally can act to protect kauri and its Biodiversity environment KEEP KAURI STANDING 4 INT RO DUCT KEY CONCEPTS AND VOCABULARY IO Biodiversity - the variety of all forms of life on Introduced - species brought to New Zealand by earth or in a certain area humans e.g. possums N T Conservation - protecting the natural Kaitiakitanga - guardianship and responsibility for O environment the care of a particular rohe (area) or species. The THE person acting as a guardian is a kaitiaki Ecosystem - a group of living and non living features that interact together in a specific area Native - species that live and breed in New R Zealand which weren’t introduced by humans, ES Endemic - species found only in New Zealand e.g. their presence has occurred by natural processes O kiwi (blown, flown or floated) eg. pukeko U R Extinction - the process of a species no longer Sustainability - acting in ways that help protect CE existing the environment, people, the planet Habitat - where an organism lives Taonga - a treasured object, species, language BIBLIOGRAPHY AND FURTHER READING Orwin, Joanna. Kauri in My Blood: The Diary of Robertson, Hugh & Heather, Barrie. The Hand Laura Ann Findlay, the Coromandel, 1921-24, Guide to the Birds of New Zealand, Penguin Books, Scholastic 2007 1999 Crowe, Andrew. A Life-Size Guide to Native Trees, Gurney, Chris. Trev and the Kauri Tree. Penguin Books, 2003 Scholastic, 2009 Dawson, John & Lucas, Rob. Nature Guide to the Uncle Anzac, Kapai and the Kauri Trees. Random New Zealand Forest, Godwit, 2011 House NZ, 1995 Gibbs, George. Ghosts of Gondwana, Craig Potton Dr Suess, The Lorax. Random House, 1971 Publishing, 2006 Gunson, Dave. The Life and Times of the Giant Hunt, Janet & Lucas, Rob. Weta to Kauri, Random House, 2004 Kauri. Reed Publishing (NZ), 2002. Kauri Dieback Management Programme New Zealand Orchids www.kauridieback.co.nz www.nativeorchids.co.nz Te Ara Encyclopaedia of New Zealand Kauri Timber Industry www.teara.govt.nz http://www.doc.govt.nz/conservation/ historic/historic-heritage-topics/timber- Colin McCahon Research & Publications Trust industry/ www.mccahon.co.nz New Zealand Book Council Colin McCahon House Trust www.bookcouncil.org.nz www.mccahonhouse.org.nz New Zealand Ecology and Timber Industry Kaiaraara Dam ww.terranature.org/kauriLogging.htm www.thebarrier.co.nz/History/kauridam.htm The Kauri Museum www.kauri-museum.com KEEP KAURI STANDING Written by: Sarah Ross Thanks to: Hori Parata, Ngāti Wai • Will Ngakuru, Te Roroa • Design and illustrations: Damon Keen Te Warena Taua, Te Kawerau ā Maki • Stacey Hill, Auckland Images: Toby Ross, Sarah Ross, Council • Jo McIntyre-Brown, Auckland Council • Michael Produced by: Auckland Council Pratt, New Zealand Native Orchids • Rachelle Forbes, Waitakere Central Library • Clare Albertson 5 BACKground InformaTION B A C K G RO UND I N FOR M A T KAURI, AGATHIS AUSTRALIS IO N WHAT LIFE-CYCLE auri are one of the largest and Kauri trees start growing cones from 15-30 years of age. Kauri are monoecious, i.e. they Klongest-lived trees in the world. have both male and female cones on the same They can grow to more than 60 tree. Male cones produce pollen, female cones produce seed. Each seed has a thin wing that fits metres high and live for 2000 years between the layers of the female cone. When or more. the cones are ripe they break up, releasing the seeds into the wind. The wing on each seed WHERE helps catch the wind and disperse the seed. New Zealand kauri are endemic: they only grow Kauri seedlings can be green or red-bronze in naturally in northern New Zealand (north of colour before growing into evergreen cone- Kawhia-Hamilton-Tauranga). shaped saplings. NEEDS Saplings drop their lower branches as they grow into young kauri trees or ‘rickers’ (30-100 years Kauri need warmth, moisture, light and space to old). Rickers are thin with long pole-like trunks grow. They have shallow feeding roots which can and cone-shaped crowns.