Rimutaka Forest Park environmental education resource
DECEMBER 2009 Rimutaka Forest Park environmental education resource
DECEMBER 2009
Wellington Conservancy Department of Conservation P.O. Box 5086 Wellington 6145, New Zealand Explore the native bush, wildlife habitats, river catchments, mountain ranges and areas significant in Maori history, in and around Rimutaka Forest Park. Use the park as a focus to explore personal/group actions that can help to protect and sustain our environment for future generations to enjoy.
Prepared by Linda Chronis, on contract to Poneke Area, Wellington Conservancy.
Second edition © Copyright 2009 New Zealand Department of Conservation
ISBN: 978-0-478-14725-4 (print) ISBN: 978-0-478-14724-7 (web pdf)
First edition © 2004 ISBN: 0-478-22624-1
Cover images. Top row, left to right: Catchpool Stream (Jeremy Rolfe), campers at Catchpool Valley (Annaleah Rush), nikau fronds (Jeremy Rolfe). Bottom row: tree weta (Jeremy Rolfe); Fell engine (Derek Cross. NZ Railway & Locomotive Society archive), Turakirae Head (Joe Hansen). CONTENTS
Contacts v
Environmental education 1
Environmental education in Rimutaka Forest Park 1
Planning a trip to Rimutaka Forest Park 3
Curriculum links and activities 6
Catchpool 7
Orongorongo Valley 11
Turakirae coastal environment 14
Rimutaka Incline 17
FACTHEETS S
The New Zealand bush 21
Trees 23
Bird presence and frequency survey 27
Template for action plan 29
Animal pests in Rimutaka Forest Park 30
iii Possum hunter – Kevin O’Donnell 31
Control options for weeds 32
Land use in Rimutaka Forest Park 33
Tracking tunnels 35
Turakirae landforms 36
Characters of the coast 37
Maori settlements 39
Wildlife 40
Ab-Seal-utely Wellington 41
f Plants o Turakirae Head 44
Preservation versus use 45
Map – Wellington to Wairarapa 46
History of the Rimutaka Incline railway 47
Park user groups 51
Environmental Care Code 52
Water Care Code 53 iv Contacts
Rimutaka Forest Park Trust www.rimutakatrust.org.nz
Department of Conservation
DOC Wellington Visitor Centre 18 Manners St Wellington Phone: (04) 384 7770 E-mail: [email protected] Poneke Area office Phone: (04) 472 5821 Fax: (04) 499 0077 Website: www.doc.govt.nz
v vi Environmental education If New Zealand is to have a sustainable future, environmental education is essential. Historically schools have provided programmes for students to learn about the environment and provided learning experiences in the environment. Today environmental education includes another vital component—education for the environment. Students are required to use the knowledge, skills and values they have acquired, to contribute to a sustainable future for New Zealand’s natural, social and cultural environment. Teachers are encouraged to provide opportunities for students to access information that will enable them to debate issues and make informed decisions, and to take responsibility, through personal and/or group actions, for addressing environmental issues. The Department of Conservation provides this resource for teachers using Rimutaka Forest Park as a focus for an environmental education programme. For further information about environmental education refer to your school’s copy of the Guidelines for Environmental Education in New Zealand Schools, Ministry of Education 1999 or find it online at www.tki.org. nz > environmental education. The key concepts underlying environmental education—interdependence, sustainability, biodiversity, personal and social responsibility for action—interweave through the suggested activities and are core to environmental education programmes.
Environmental education in Rimutaka Forest Park Rimutaka Forest Park provides many opportunities for students to explore the environment, develop essential learning skills and address the key environmental concepts of interdependence, sustainability, biodiversity and personal and social responsibility for action. Extensive native bush, wildlife habitats, river catchments, mountain ranges with notable geological features and areas significant in tribal history for tangata whenua, provide a wide range of contexts to meet the learning needs and interests of students of all ages and abilities. This online resource has been developed for teachers who wish to involve their students in environmental education both inside and outside the classroom. It focuses on four different areas within Rimutaka Forest Park—Catchpool Valley, Orongorongo Valley, Turakirae coastal environment, and Rimutaka Incline. For each of these four areas curriculum links and suggested pre-visit, on-site and post visit activities have been developed. Teachers can select from a range of activities suitable for students working at curriculum levels 3-6 or they can adapt activities to suit their students. On-site Activity Cards are available for use at each site. One set of cards comprises 6 cards with photos on one side and activities on the reverse side. One set is suitable for a group of 5/6 students to share. There are 12 identical sets of cards for each site. Teachers can arrange to access these when booking a class trip. Copies of these Activity Cards are also available for printing from www.doc.govt.nz > Getting involved > Students & teachers > Field-trips by region > Wellington > Rimutaka Forest Park For students proficient in te reo Maori, Activity Cards for the Catchpool Valley and the Turakirae coastal environment are available in Maori.
When in the Catchpool Valley students can:
• Observe the structure of a native forest and investigate the range of plants and animals (biodiversity) that sustain it • Investigate changing land use as pine forests are harvested and people work to restore the native forest • Compare the process of natural regeneration of a forest with planned revegetation projects • Consider how they might be able to plan similar projects in their local/school environment Curriculum links and suggested pre-visit, on-site, and post-visit activities can be found on page page 7.
1 When in the Orongorongo Valley students can:
• Tramp through bush modified by animal and plant invaders • Investigate natural food chains that show the interdependence of plants and animals and see how introduced animals can affect these relationships • See pest monitoring and control in action and learn skills that they could use to monitor and control pests in their local environment • Learn how the Department of Conservation manages Rimutaka Forest Park for future generations to enjoy Curriculum links and suggested pre-visit, on-site, and post-visit activities can be found on page 11.
When at the Turakirae coastal environment students can:
• Identify impressive geological landforms and learn about the earth movements that have caused them • See evidence of how people used this area in the past • Identify special features of plants (e.g. kaikomako) and animals (e.g. New Zealand fur seals) that help them survival in this environment • Consider why people value this area and want to protect it Curriculum links and suggested pre-visit, on-site, and post-visit activities can be found on page 14.
When walking the Rimutaka Incline (the old rail track between Wellington and the Wairarapa) students can:
• Explore evidence of how people have used, and impacted on, this area through time • Identify remnants of the railway buildings, bridges and tunnels used by the fell engines that opened the way to the Wairarapa • Gain further awareness of the area’s range of recreational opportunities and appreciate that all users have a part to play in caring for this environment • Use safe practices and basic risk-management strategies as required on the exposed top of the incline, in tunnels, and near steep drops Curriculum links and suggested pre-visit, on-site, and post-visit activities can be found on page 17.
2 Planning a trip to Rimutaka Forest Park 1. Read the suggested pre-visit, on-site and post-visit activities and additional information related to the four sites described above. 2. Identify the preferred study area for your class. Plan your environmental education programme (using the activities provided) that will best meet the learning needs of you students. 3. Contact DOC on (04) 472 5821 if you would like to: – Arrange for a ranger to talk to your group – Book the Catchpool Centre for class activities 4. Arrange transport. If you plan to travel by bus ensure that you have a car available for emergency use. 5. Locate and use EOTC Guidelines – Bringing the Curriculum Alive, Ministry of Education 2009 (www.tki.org.nz > EOTC). This document provides support for teaching and learning of the national curriculum. It includes forms for planning, RAMs, safety checklists etc. 6. Compile a checklist of equipment required by each student, each class. The list should include: Food, drink, a waterproof parka, sound footwear and warm clothing, e.g. those made from thermal fibres such as wool, polypropylene or polarfleece. Remember that two light LAYERS of clothing are warmer than one heavy one. – Students should carry any necessary medication and ensure that the adult supervisor accompanying them is aware of any special medical conditions. Teachers should carry a cellphone, first aid kit and a comprehensive list of students’ medical histories, and be aware of what medication students are carrying and where it is located. – It is recommended that students use a notebook or small exercise book to record trip information, rather than loose sheets of paper. 7. Arrange for the possibility of postponement.
Getting there!
...to the Catchpool Valley
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The Catchpool Valley is a 45-minute drive from Wellington. From the roundabout at the southern end of Wainuiomata, follow the Coast Road for 12 kilometres. Turn left into the Rimutaka Forest Park main entrance. (This is 8 km from Camp Wainui and 15 km from Brookfields Camp). The gates at the entrance close at dusk and reopen at 8 a.m. The Catchpool Visitor Centre is 200 metres from the main gate. Camping areas are suitable for school groups and have basic facilities including water, toilets, showers and gas cookers. Groups intending to camp should contact the DOC Wellington Visitor Centre – phone (04) 384 7770, e-mail [email protected]. Toilets are located at the Catchpool Centre, the upper car park and the camping area.
Walking times Nga Taonga Nature Walk: 30 minutes. Five-Mile Loop Walk: an easy 45 minutes.
3 …to Orongorongo Valley
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Follow the instructions above to get to the Catchpool Valley. Drive through the valley to the top car park. Tracks into Orongorongo Valley are signposted. The easiest and most direct track is the Orongorongo Track. It follows Catchpool Stream and then crosses the ridge to descend to the Orongorongo River. The Butcher Track (for the fit and energetic) is on the right, about 10 minutes along the Orongorongo Track from Catchpool car park. This track climbs steeply to the Cattle Ridge Track for a long descent to the Orongorongo River. Toilets are provided near the arched bridge at the end of the Orongorongo Track.
Walking times Catchpool car park to Orongorongo Valley via Orongorongo Track: easy. Allow 4 hours return. Catchpool car park to Orongorongo Valley via Butcher/Cattle Ridge Tracks: moderate/difficult. Allow 5 hours return. …to Turakirae
From the roundabout at the southern end of Wainuiomata follow the Coast Road. After 12 kilometres you will pass the Rimutaka Forest Park main entrance on your left. There are no public toilets on the coast. Continue along the Coast Road for another 10 kilometres. Watch out for the karaka trees along the way. These are signs of early occupation by Maori. Park vehicles in the public car park, 300 metres before the end of the public road. From the car park, walk along the road and over the Orongorongo River bridge. Access to Turakirae Head is via a covenant area on private property. Visitors must keep to the seaward side of the fence.
Walking times From the car park to Turakirae Head seal colony: 1 hour. Allow at least 2 hours for a return journey. From the seal colony to the eastern edge of the reserve: 1 hour.
4 …to Rimutaka Incline – Featherston side From the Fell Museum on the main street in Featherston, drive west (towards the Rimutaka Ranges) and cross the railway line. Turn left into Western Lake Road. You will soon arrive at Speedy’s Crossing. This marks the spot where the old and new rails parted when the Rimutaka Deviation (including the 8,798 metre tunnel through the ranges) opened in 1955. Soon after driving over the bridge spanning Cross Creek you will see Cross Creek Road to your right. Drive about one kilometre down Cross Creek Road to the car park where you will begin your walk. The old rail line into Cross Creek is on the opposite side of the valley from the walking track. After about 20 minutes walking you will cross the stream and head up into Cross Creek yard, passing the remains of a tennis court on your right. There are toilets at the beginning of the track. Take some toilet paper. …to Rimutaka Incline – Kaitoke side Nine kilometres north of Upper Hutt on State Highway 2, is the ‘Rimutaka Incline’ turn-off sign. The Kaitoke car park is 1 km along the gravel road.
Walking Times Car park to Cross Creek – 0.5 hours (2 km) Cross Creek to Summit – 1.5 hours (5 km) –a steeper section with a 1:15 gradient. Summit to Kaitoke – 3 hours (10 km)
5 Curriculum links and activities Four areas of Rimutaka Forest Park have been highlighted in this resource. For each area some key focuses have been identified. For each focus there is a brief overview of environmental education outcomes followed by curriculum links and a range of suggested activities for you to select from: • Pre-visit – so students can learn more about the environment that they will visit. • On-site – these are on the Activity Cards that will be available for your students to use in (and thus learn more about) Rimutaka Forest Park. • Post-visit – to follow-up on learning opportunities motivated by their visit and to use their knowledge and skills to take some positive action for their local environment. Through the suggested activities students can develop communication and information skills by researching and presenting information in order to argue/debate/portray a case convincingly; numeracy skills when organising bush survey information; problem-solving skills when analysing problems such as introduced pests; social and cooperative skills when taking responsibility as a group member for planning and carrying out an environmental project; and physical skills when exploring Rimutaka Forest Park. Teachers should prepare a student task that could be completed at the beginning and end of this study and used for formative and summative assessment. It should provide an opportunity to compare students’ development in knowledge, attitudes, values and skills when making lifestyle decisions.
6 Catchpool
Key focus: Forest structure
Students can: • Learn about the structure of a native forest and the relationships that exist within it. • Develop an appreciation of walking in the bush as a recreational activity. • Links can be made to: Science – Making sense of the living world Students can: L3.2 – investigate special features of some native forest plants and how these help them to stay alive. L4.1 – investigate and classify closely related plant species (tree ferns, beech trees or podocarps in the Catchpool stream area) on the basis of easily observable features. L4.4 – use simple food chains to explain the feeding relationships in Catchpool Valley. L7.1 – describe and explain the biogeographical reasons for the special characteristics of New Zealand’s plants and animals. English – Links can be made to a range of oral, written and visual language objectives. Mathematics – Statistics – Students can gather information about bird numbers in the forest. Technology – Students can design a nesting box to meet specified criteria. The Arts – Students can use visual art to show forest structure.
PRE-VISIT ON-SITE POST-VISIT
Learning about the Learning in/about the Taking action for the environment environment environment
Students can: Students can: Students can: • Brainstorm ideas about • Observe the forest • Identify an area of local ‘native bush’ – What is it?, structure—compare it to a bush in or near your Who lives in it?, How does house. school: it survive? – Observe the structure of • Identify feeding the bush and the life that it • Find out about forest relationships in the forest. supports communities by visiting Who feeds whom? the Department of – Use the template to • Survey the number of Conservation website collect data on Bird birds in a small area of the (www.doc.govt.nz > Presence and Frequency forest. Getting involved > (page 27). Students & teachers > • Compare the special – Write a report about the Themes > Our native characteristics of current state of the bush bush). podocarps, beech trees that you have studied. and tree ferns. • Read about New Zealand • Make a bird feeder or bush (page 21). bird pudding (page 27) to supplement the food • Investigate the origins of available for local birds. some of the trees (page 23) found in Rimutaka Forest Park, including introduced species.
7 Key focus: Succession
Students can: • Find out how a forest attempts to grow back again after it has been cleared. • Identify and carry out actions to restore native bush in local areas. Links can be made to: Science – Making sense of the living world Students can: L2.4 – investigate the forest succession that follows environmental changes such as earthquake, fire, or logging. L3.2/4.2 – investigate special features of plants that help survival into the next generation. Social Studies – Place and Environment: Students can see how different groups interact with the environment. English – Links can be made to a range of oral, written and visual language objectives.
PRE-VISIT ON-SITE POST-VISIT
Learning about the Learning in/about the Taking action for the environment environment environment
Students can: Students can: • Students can: • Find out how your local • Observe how a new forest • Research the history of environment has changed grows. native bush in your local over the last 100 years. • Identify the successional community – interview Was it once covered in stages evident in the locals, access photo bush? If so, why/how was it Catchpool Valley forest. collections. cleared? • Investigate the special • Read how schools are • Part of Rimutaka Forest characteristics of plants working to restore native Park was cleared for a pine in different successional ecosystems in their plantation in the 1970’s. groups. communities (page 29) and Those pines are now being write an action plan for logged and the native improving an area of native forest is regenerating. Find bush in your school or meanings for the words community. (Template on regeneration, revegetation, page 29). coloniser. Think about how these words relate to Rimutaka Forest Park – refer to Revegetation and Regeneration at Catchpool (page 26).
8 Key focus: Restoring the forest
Students can: • Investigate how people are taking action to restore a native forest after the logging of a pine forest. • Use this knowledge to guide a revegetation project of their own. • Links can be made to: Science – Making sense of the living world Students can: L2.4 – investigate the response of the native plants to habitat changes caused by fire and logging. L3.4 – justify their involvement in a revegetation project. L8.1/2 – carry out an extended investigation of the implications of allowing natural regeneration or using revegetation techniques in the Catchpool area. Social studies – Place and environment Students will demonstrate knowledge and understanding of: 4.1 – how places reflect past interactions of people with the environment. English – Links can be made to a range of oral, written and visual language objectives.
PRE-VISIT ON-SITE POST-VISIT
Learning about the Learning in/about the Taking action for the environment environment environment
• Students can: • Students can: • Students can: • Investigate the process of • Apply students’ • Read about projects by natural regeneration and understanding of other schools/community how it can be modified by natural succession in groups (page 29). a revegetation programme. order to understand the • Take action to improve • Identify any areas in regeneration process in your local bush. your community where action at Rimutaka Forest – Collect seeds and grow revegetation projects Park. native seedlings. are in progress. Who is • Identify signs of people’s – Get support from your responsible for them and past interactions with the regional council. how can people become environment at Rimutaka – Take photos to add to involved? Forest Park and consider your records. Students • Find out about the native the views of today’s can compare growth in 5 plants in your area www. managers and users of the years/10 years time and be nzpcn.org.nz park. inspired to continue your • Compare areas of natural project. OR… regeneration with an • Find out about other area that is part of a school/community revegetation project. restoration projects (page 29). Become involved in a local revegetation or restoration project.
9 Additional information to support the activities above
Department of Conservation www.doc.govt.nz Native plants www.doc.govt.nz > Conservation > native plants The New Zealand bush page 21 Trees page 23 Revegetation and regeneration at Catchpool page 26 Bird identification and frequency survey page 27 Action plan (template) page 29 School/community restoration projects page 29
Books Evans, B. Revegetation manual. QE II National Trust 1983. Porteous, T. Native Forest Restoration. QE II National Trust 1993. Metcalf L. J. Propagation or New Zealand Native Plants. Godwit, Auckland, 1995.
10 Orongorongo Valley
Key focus: The impact of introduced animals
Students can: • Study the interdependence that exists in a forest community and the effect that an introduced species can have on feeding relationships. • Learn how to monitor and protect birds in their local community. • Links can be made to: Science – Making sense of the living world Students can: L3.4 – explain where and how a range of familiar plants and animals live. L4.4 – use simple food chains to explain the feeding relationships in the bush and investigate the effects of introduced animals or plants on these relationships. L8.1/2 – carry out an extended investigation into the impact of pests on the Orongorongo Valley bush communities. Health and physical education – Personal health and physical development Students can: L1.7 – identify and use safe practices and basic risk-management strategies when visiting Orongorongo Valley. English – Links can be made to a range of oral, written and visual language objectives. Mathematics – Statistics – Students can gather information about animal pests. Technology – Students can build a tracking tunnel.
PRE-VISIT ON-SITE POST-VISIT
Learning about the Learning in/about the Taking action for the environment environment environment
• Students can: • Students can: • Students can: • Plan a trip to Orongorongo • Observe the • Monitor animal pests Valley to observe the interdependence of plants present in a local bush natural food chains and and animals in Rimutaka remnant. Observe the how introduced animals Forest Park. natural food chains evident affect them. • Look for signs of pest and investigate any signs • Find out about Animal animals. of introduced weeds or animal pests that might Pests (page 30) that are • Identify animals by their disturb these food chains. found in the Orongorongo faecal pellets and the plant Valley and consider their damage they cause. • Monitor Bird Frequency impact on the native bush. using the template • Identify weed species Refer to article below. provided (page 27). present in the Rimutaka • Investigate how plants are Forest Park. • Consider ways to protect affected by introduced local birds from cats, e.g. • Investigate the impact pests (page 30). Play promote the use of cat of pests on rata and Possum Picnic (www.doc. bells by writing an article mistletoe. govt.nz > Getting involved for your school newsletter; > Students & teachers > sell some cat bells through Activities) your school; or make a • Visit the Weedbusters web- poster to display in a local site www.weedbusters.org. shop window. nz to find out about weeds • Make a Tracking Tunnel and the impact they have (page 35) to identify small on native species. animals living in your • Plan a trip (see page 3) school grounds or local to Orongorongo Valley bush. including the preparation of a Risk Management Plan.
11 Key focus: Control of pests and weeds
Students can: • Learn about people who are taking action to protect a native forest environment from plant and animal pests. • Carry out pest surveys in their local communities and initiate pest control action. • Links can be made to: Social Studies – Social organisation Students will demonstrate knowledge and understanding of: L2.1 – how and why groups are organised within communities. Science – Making sense of planet Earth and beyond Students can: L4.4 – investigate an environmental issue (introduced pests) and explain the reasons for the community’s involvement, (e.g., Rimutaka Forest Park Trust). Science – Making sense of the nature of science and its relationship to technology Students can: L3.3 – investigate the impact of pest and weed control techniques on people and/or their local environment. L6.3 – investigate how knowledge of science and technology is used when making decisions about environmental issues such as pest control. Science – Making sense of the living world Students can: L8.1/2 – carry out an extended investigation of possum control in the Orongorongo Valley. English – Links can be made to a range of oral, written and visual language objectives.
PRE-VISIT ON-SITE POST-VISIT
Learning about the Learning in/about the Taking action for the environment environment environment
Students can: Students can: Students can: • Research the origin, life • Carry out a pest presence • Plan action to control cycle and damage caused survey—identify the these pests, using the to local ecosystems by presence of animals by information gathered about some introduced plants track and faecal pellet pest plants and weeds in and animals. monitoring, and damage to your school or community. • Investigate how the plants. Use the Action Plan tem- problem of pest animals • Arrange to talk to a ranger plate provided (page 29). at Rimutaka Forest Park is or member of Rimutaka • Design an information being addressed. Read the Forest Park Trust about sheet that could be story of a possum hunter pest control. Call DOC on distributed to make people (page 31). (04) 472 5821. aware of plant and animal • Investigate the range pests and provide some of control options for ideas for controlling them. weeds (page 32) and • Contact the local Regional the effectiveness and Council pest control acceptability of these officers for assistance with options. monitoring and controlling pests and weeds in a local bush remnant. • Find out about the use of 1080 for possum control. Debate its use. Invite a speaker from the Department of Conservation or the Rimutaka Forest Park Trust to explain its benefits.
12 Key focus: Land use and management
Students can: • Investigate how people use Rimutaka Forest Park and how it is managed in order to protect its diversity for future generations to enjoy. • Find ways to act positively for Rimutaka Forest Park and for their local bush areas. • Links can be made to: Science – Making sense of planet Earth and beyond Students can: L1.1/4 – share their ideas about physical features and patterns that occur in the Orongorongo Valley and how some of these features may be protected. Social Studies – Place and environment Students can demonstrate knowledge and understanding of: L2.1 – how people’s activities influence the Orongorongo Valley environment. L3.1 – how different groups view and use places and the environment. L7.1 – why and how people regulate the use of places and the environment. Social Studies – Time, continuity and change Students can: L3.2 – Demonstrate knowledge and understandings of how the past use of the Orongorongo Valley is recorded and remembered in different ways. English – Links can be made to a range of oral, written and visual language objectives.
PRE-VISIT ON-SITE POST-VISIT
Learning about the Learning in/about the Taking action for the environment environment environment
Students can: Students can: Students can: • Investigate the stories of • Investigate evidence of • Investigate past land use land use (page 33) and the past land use. in your local area. How has huts that were built in the • Observe ways this native the environment changed Orongorongo Valley. forest is used today. over time? – Can you identify areas • Find out why this area • Identify signs of park where the environment is classified as a ‘Forest management that will help could be better used or be Park’. to protect this forest park in a healthier condition for • Find out about the for future generations to future generations? way the Department of enjoy. – If so, consider action Conservation classifies the you could take to improve land it manages. it. (Letter to the editor, request for placement of rubbish bins, community clean-up, painted signs).
Additional information to support the activities above
Animal pests in Rimutaka Forest Park page 30 Possum Picnic www.doc.govt.nz > Community Possum hunter – Kevin O’Donnell page 31 Control options for weeds page 32 Land use in Rimutaka Forest Park page 33 Bird presence and frequency survey page 27 Tracking pests – tracking tunnel plan page 35
Books New Zealand Geographic #13 Possums – an ecological nightmare New Zealand Geographic # 4 Wasps 13 Turakirae coastal environment
Key focus: Landforms
Students can: • Use research skills to identify how a landscape can change over time because of natural causes and how people can impact on a fragile environment. • Consider how different groups of people value this environment and work to protect it. • Consider how they value their local landforms and how they can take action to protect them. • Links can be made to: Science – Making sense of planet Earth and beyond Students can: L2.1/4 – investigate the physical features of the landscape at Turakirae. L3.2 – gather information about the features of the Turakirae landscape. L5.1/2 – investigate the earth movements that have changed this landscape. L5.4 – research and debate the need to protect this area of international geological significance. Social Studies – Place and environment Students will demonstrate knowledge and understandings of: L5 – why particular places are significant for people. English – Links can be made to a range of oral, written and visual language objectives.
PRE-VISIT ON-SITE POST-VISIT Learning about the environment Learning in/about the Taking action for the environment environment Students can: Students can: Students can: • Study the photo of the • See the combined impact • Research large earthquakes raised beaches at Turakirae of earth movements and in NZ and find out how they (page 36; Activity card 2). the harsh climate in this affected the landscape. See Four earthquake uplifts (the coastal area, including www.gns.cri.nz. Present last in 1855) are preserved raised beaches and their findings to others. as stranded gravel beaches, higher terraces (west of • Research the past and separated by strips of rocky the Orongorongo River) predict what is likely to ground. that were formed by happen when another large • Research the Turakirae earthquakes during the last earthquake occurs. Plan Landforms (page 36) and 600,000 years. personal, class, school and make a timeline showing • Investigate the fragile community precautions that the geological history of the Orongorongo River Valley would lessen the effect of area. and see what is happening the next major earthquake. • Research the meanings of to the ranges as they move. • Research the history of the words: seismologist, • Look for signs of the impact landforms in your local area. geologist, conservationist. people have had on this Consider their value to you • Check out “Quake Trackers” fragile environment. and to the local community. at www.geonet.org.nz to • Take on the role Consider some actions to find out about the latest of a local Maori, protect them. earthquakes. geologist, seismologist, • Find out about the value/ conservationist or fisherman importance of the area for and explain how you value different groups of people: the area. Maori, conservationists, seismologists, geologists. Consider how they can help us to live/work with our environment in the future. – Read about the Characters of the Coast (page 37).
14 Key focus: Early settlements
Students can: • Explore sites that were once occupied by Maori and view evidence of how they used this coastal environment. • Consider how and why different people value historic sites and how they can help to protect them. • Links can be made to: Science – Making sense of the nature of science and its relationship to technology Students will: L5 – explain how Maori developed/demonstrated an understanding of the living, physical, material and technological components of the environment. Social Studies – Place and environment Students will demonstrate knowledge and understandings of: L5 – why particular places are significant for people. English – Links can be made to a range of oral, written and visual language objectives.
PRE-VISIT ON-SITE POST-VISIT
Learning about the Learning in/about the Taking action for the environment environment environment
• Students can: • Students can: • Students can: • Look at a map of Turakirae • Look for signs of Maori • Read about tools and (page 46) and discuss why occupation. middens found at Turakirae the Turakirae coast would • View karaka groves on the in the late 1960s when have been chosen as a Coast Road between the the road was bulldozed. place for Maori settlements Catchpool Valley entrance Find out what they were (page 39). and the coast. Karaka were made from. Refer to Maori • List some positive/negative an important food source Settlements (page 39). aspects of settling at so are often found where Discuss/write some stories Turakirae. settlements once existed. that can be learnt from these artefacts. • Think about the possible • Explore remnants of stone difficulties of using the walls made during times of • Invite a local kaumatua to coastal area as an access Maori settlement. come and talk about the Maori history of your local route to the Wairarapa. • Experience the harsh community. environment and look for ways the environment • Prepare and present a supported people living short speech titled “Our here. knowledge of the past helps us to make decisions for the future.”
15 Key focus: Seal colony
Students can: • Discover the biodiversity and interdependence that exists in a coastal ecosystem. • Compare this with, and plan actions to protect, a local ecosystem. • Links can be made to: Science – Making sense of the living world Students will: L1-8 – investigate the seal colony at Turakirae and their relationship with the environment and other living organisms, L1-8 – investigate the features (and their functions) and adaptations of NZ fur seals. English – Links can be made to a range of oral, written and visual language objectives.
PRE-VISIT ON-SITE POST-VISIT
Learning about the Learning in/about the Taking action for the environment environment environment
Students can: If visiting during winter you will Students can: • Find information about see the male seals that spend • List the plants and animals the seals that make their the winter at this colony. seen at Turakirae and use home at Turakirae during Students can: the list to construct a food winter. Consider why this • Observe the special chain or food web. Write environment is suitable for features of the seals that about the interdependence them. Discuss the food and assist them to survive in of the animals at Turakirae. conditions they need to this environment. Present this information to survive. Predict what might others. • Use ID cards to identify be predators for the seals other fauna that may be • Use the ‘Preservation versus in this environment. Refer sharing the coast with the use’ (page 45) discussion to Wildlife (page 40). seals—banded dotterel, cards to consider opinions • Discuss the word Caspian tern, copper about Turakirae. Share your ‘biodiversity’. What other skink, variable oyster ideas about its value. animals do you expect catcher, black-backed • Observe an area at school or to see when you visit gulls—and explain why this locally. Report on the living Turakirae? Think about how biodiversity is important. things that exist there. Could these relate to the seals. What would happen if one it be improved to provide • Discuss special features species was removed from a healthier environment for that the plants of Turakirae this environment? local native species of plants (page 44) might have to • Observe special features and animals? Plan some help them survive the of coastal plants. actions to improve it. Use salty winds and the sandy the Action Plan template ground. provided (page 29).
Additional information to support the information above
Turakirae landforms page 36 Commission – check out tips on preparing for Characters of the coast page 37 an earthquake) Maori settlements page 39 Books/Information sheets Wildlife (includes seals) page 40 Helen is a seismologist Royal Society of NZ, Plants of Turakirae Head page 44 Alpha 111 Preservation versus use – Reading the Rocks – Lloyd Homer and Phil discussion cards page 45 Moore Turakirae Head Scientific Reserve Useful websites information sheet (pdf on www.doc.govt.nz > www.gns.cri.nz (The Institute of Nuclear Publications > parks & recreation > places to Sciences) visit > Wellington) www.geonet.org.nz (Quake Trackers – find Precious Land, Hayward, NZ Geological out when and where the latest earthquake Society occurred. Magnitude Eight Plus – New Zealand’s www.eqc.govt.nz (The Earthquake Biggest Earthquakes, Rodney Grapes
16 Rimutaka Incline
Key focus: The history of the Rimutaka Incline – the railway and the people
Students can: • Develop an awareness of people’s interaction with, and impact on, this environment through time. • Debate the importance of keeping records of the past. • Links can be made to: Social studies – Place and environment Students will understand: L2 – how different groups used the Rimutaka Incline in the past, L3 – how ruins along the old railway track reflect past interactions of people with this area, L6 – the implications of the closure of the railway track for people who had operated the railway and the environment. Social studies – Time, continuity and change Students will understand: L3 – how the people who built the railroad to the Wairarapa changed the lives of others, L3 – how the past is recorded and remembered, L6 – how people find out about the past. English – Links can be made to a range of oral, written and visual language objectives.
PRE-VISIT ON-SITE POST-VISIT
Learning about the Learning in/about the Taking action for the environment environment environment
Students can: Students can: Students can: • Study a relief map— • Visit the site of the Cross • Write two diary entries about Wellington to the Wairarapa Creek community and their trip over the Incline— (page 46)—and consider how explore the remnants of one with the class and an people would have travelled the railyards – the ashpit, imaginary one on a Fell between these areas in the turntable, water tower, engine prior to 1955. Present past. (People, cattle and the centre rail that was this information to others. sheep had to walk around unique to the Fell engines • Write a newspaper report the coast, until a track was that operated on the track. about the accident at made over the Rimutaka Historic photo cards will Siberia when wind gusts Ranges. On 10 June 1856 bring the community alive blew carriages down the the first dray load of goods for students. bank. Include the actions was taken over the roughly • Compare photos of the that would be needed to finished Rimutaka Hill Road.) environment 50–100 years ensure this event was never • Discuss why people would ago with what it is like repeated. have been interested in today. • Consider the following: making access to the • Observe the forest – The impact of opening the Wairarapa easier? (e.g. regeneration that has railway over the mountains sheltered, fertile plains) occurred since those in 1878 • Research the History of the photos. – The impact of opening Rimutaka Incline Railway • Observe the improvement the new tunnel through the and the Fell engines(page 47) in the bush since the mountains in 1955. that operated on it. possum control operations – The closure of the • Discuss life at Cross have taken place. Cross Creek and Summit Creek during the days of communities when the Fell the railway—advantages engines ceased operation. and disadvantages. Read – List/discuss possible Memories of a Cross advantages and Creek Child (page 50) and disadvantages to people, compare this with the life of stock and the environment. a 10–12 year old today. (cont. next page)
17 PRE-VISIT ON-SITE POST-VISIT
Learning about the Learning in/about the Taking action for the environment environment environment
• Visit the Fell Engine • – Think about how you would Museum and look at feel if your community was how the past has been “closed down.” remembered/recorded. Share these ideas with • Discuss why recording others. of the past is important • Share artefacts from their to particular groups of family’s history and write a people. Share personal story to accompany them. experiences of recording • Ask local elderly people of the past. Find out how about what the area was different families record the like in the past. Collate their past for future generations. memories on video, audio • Find out about the tape, or in writing. Wairarapa today—what • Debate the importance of part has the railroad keeping records of the past. played in the development ‘It is/is not important to keep of this area? the last Fell engine.’ • Visit www.rimutaka-incline- railway.org.nz to find out about people who want to reconstruct the old railway on the Rimutaka Incline.
Key focus: Technology used in building a railway over mountains
Students can: • Investigate the strategies used to build a railway track over mountains and the impact this had on the environment. • Compare this with technologies used in their local environment and their environmental impact. • Links can be made to: Technology – Technological knowledge and understanding Students will: L4 – develop an understanding of the use and operation of technologies associated with the railway.
PRE-VISIT ON-SITE POST-VISIT
Learning about the Learning in/about the Taking action for the environment environment environment
Students can: Students can: Students can: • Identify types of • Observe the range • In groups, using a range technology (i.e. bridges, of technology used of materials, construct a tunnels, culverts, etc.) that in the building of the tunnel, low or high bridge. were needed to make the railway—bridges, tunnels, Compare models for railway. culverts, embankments, strength. What methods windbreaks. are most successful? • Observe the technology used to support banks or give protection from wind, in your school or neighbourhood. Consider the impact they have on the environment.
18 Key focus: How the Rimutaka Incline is used today
Students can: • Investigate how people interact with the Rimutaka Incline environment. • Consider how they value it personally and whether they feel a sense of responsibility to maintain and improve the quality of this environment. • Learn how people have taken action to protect and enhance the environment at Rimutaka Incline. • Plan a project to protect or enhance an area in their local community. • Links can be made to: Social Studies – Place and environment L3 – how different groups use Rimutaka incline. English – Links can be made to a range of oral, written and visual language objectives. Mathematics – Statistics – Students can gather information about numbers using the park. The Arts – Links can be made to drama and visual arts.
PRE-VISIT ON-SITE POST-VISIT
Learning about the Learning in/about the Taking action for the environment environment environment
Students can: Students can: Students can: • Conduct a survey to • Look for signs of impact • Role play the different find out who (in the from people using the track users of the Rimutaka class, school and/or today. Incline. Explain how you neighbourhood) has visited • Check whether signage value the area as a forest Rimutaka Forest Park / encourages users of the ranger, Rimutaka Forest Rimutaka Incline and what tracks to respect the Park Trust volunteer guide, they did there. environment. mountain biker, walker, hunter. • Find out how the following • Think about possible park user groups (page 51) conflict that may exist • Help to organise a group use the Rimutaka Incline between people using the (family, scout, guide) trip to for work or recreation: area for different purposes, Rimutaka Forest Park and – Department of e.g., walkers and hunters, share their knowledge of Conservation bikers and walkers. How the area with this group. – Rimutaka Forest Park could any conflict be • Look for opportunities to Trust resolved? be involved in outdoor activities in the local area. – Fell Locomotive • Sketch an area of the park Write a report for the Museum Inc. that has personal value or… school newsletter about – Rimutaka Incline outdoor recreational • Show an example of Railway Heritage Trust opportunities available in people’s interaction with – Conservation Corps the local area. the environment through – Walkers, mountain a sketch (or a series of • Write to the Department bikers, hunters sketches). of Conservation or the Rimutaka Forest Park Trust to tell them about their visit to Rimutaka Forest Park—note highlights and suggestions for improvements that would enhance school trips.
19 Key focus: Planning a trip
Students can: • Take part in preparing for a trip to Rimutaka Forest Park and consider risk minimisation strategies. • Prepare a risk assessment. • Links can be made to: Health and physical education – personal health and physical development Students will: L1-7 – identify and use safe practices and basic risk-management strategies on a trip to Rimutaka Forest Park,
PRE-VISIT ON-SITE POST-VISIT
Learning about the Learning in/about the Taking action for the environment environment environment
Students can: Students can: Students can: • Study the Environmental • Observe the safety • Revise the checklists they Care Code and Water Care procedures the class has developed prior to their Code. discussed prior to the trip. visit. Add any further safety • Locate and discuss their • Note any other suggestions precautions that they feel school policy on outdoor for safety procedures are important. Note any education trips. that were not previously extra gear that they would include next time. • Consider precautions they considered. • Write an Environmental will have to take when • In the event of anyone Care Code specific to their planning a trip to the getting injured or a ‘near school or a local area. Rimutaka Incline, e.g. be miss’, fill out an accident or aware of exposed top of incident report. • Find a variety of incline, tunnels, etc. ways to promote their Environmental Care Code • List the gear they will to users of the area. need (torch, parka, mobile • Make one change to their phone). personal actions that will • Make up some scenarios contribute to a healthy to use as a focus for environment, e.g. buy less discussion, e.g. A student packaging, compost food in your group slips down a scraps rather than put bank, twists his/her ankle them in the rubbish bin. and is unable to walk out of Check out other ideas on the area. What will you do? www.eeca.govt.nz
Additional information to support the activities above
Map – Wellington to the Wairarapa page 46 Park user groups page 51 History of the Rimutaka Incline page 47 Environmental Care Code page 52 The Fell engines page 47 Water Care Code page 53 Memories of a Cross Creek Child page 50
Useful websites www.gw.govt.nz The Wellington Regional Council is responsible for the area from the Summit tunnel to Kaitoke. www.mountainsafety.org.nz The Mountain Safety Council provides survival information. http://mikes.railhistory.railfan.net > railways in New Zealand. For information about the railway and the fell engines. www.dalefield.com Meccano models of the engines with explanation about how they worked. www.memoryline.co.nz To order a Steam Railway video. Sounds of the engines can also be heard on this website.
20 The New Zealand bush
New Zealand was once part of a large landmass The land was also eroding and being cut up by called Gondwanaland. As the land, that was rivers and the sea. At this stage the ancestors of to become New Zealand, drifted away from rewarewa and toru came to New Zealand. The Gondwanaland, it carried plants and animals with it. planet was clothed in vast forests that, over the In the late Triassic Period (208–192 million years next 100 million years, would create the vast coal ago), it is thought the ancestors of modern deposits that provide us with fuel today. podocarps and ferns came to the proto New It is suggested that 100 million years ago, beech Zealand landmass. As it lay close to the South trees entered New Zealand from South America, Pole, it was probably too cold to allow reptiles to where their close relatives survive today. To get to colonise at that stage. The warmer climates allowed New Zealand, colonisers had to be blown or be able dinosaurs to occupy most of the planet. to swim. Over the next 30 million years the climate became During this time New Zealand came very close to the warmer as Gondwanaland slowly rotated, taking South Pole. The cool climate favoured dense beech New Zealand further north. Previously, it had been a forests. tiny landmass because of rising sea levels created by ice caps melting. Due to major tectonic uplift, New Zealand then became part of an extensive landmass from north of New Caledonia to the Chatham Islands in the east and Campbell Island in the south. Land bridges with Gondwanaland allowed reptiles and amphibians to cross over. New Zealand now had some of the plants which were to give rise to modern podocarps as well as
Right: Hard beech forest, the ancestors of native frogs, peripatus, native land 5-Mile Track. snails, native earthworms, tuatara and some insects Photo: Jeremy Rolfe. such as the weta. Hard beech forest, 5-Mile Track. Photo: Jeremy Rolfe. By 85 million years ago New Zealand’s isolation was complete. After a further 20 million years of evolution, disaster struck. It is thought that an asteroid crashed into the Caribbean putting so much dust into the atmosphere that the sun was blocked for months. This caused many plant and animal extinctions over the whole planet. Because of its growing isolation, the great extinctions affected New Zealand’s plant and animal life differently from other parts of the world. Peripatus. Birds were already filling niches that would have Photo: Diane Gleeson. been occupied by dinosaurs and mammals. Birds, Early birds, developed from their dinosaur ancestors insects, snails, amphibians and reptiles were not were now occupying Gondwanaland and crossed greatly affected by the cretaceous extinctions. As to New Zealand. These were the Ratites that gave these are our main animal groups, there was little us the moa and kiwi. They lived in the forests change for New Zealand’s plant and animal life. dominated by cone-bearing trees, ferns, mosses Land movements 60 million years ago made and horsetails. it possible for the short tailed bat and early In the early Cretaceous Period (144–110 million representatives of our wrens, native thrush, wattle years ago), a rift began to form where the Tasman birds and ancestral pohutukawa to get to New Sea was to develop. This is the first stage of what Zealand. was to become the great isolation of New Zealand. During the Eocene Period (54–33 million years ago) This would allow many forms of life on New Zealand Antarctica moved to the pole and became covered to survive for many millions of years without with ice. This meant the end of the vast beech competition and predation from mammals. forests and the emergence of a family of birds
Published by Department of Conservation, Wellington Hawke’s Bay Conservancy, P.O. Box 5086, Wellington. December 2009.
21 Emergent rimu in the Orongorongo Valley. Photo: Les Molloy. (penguins) suited to the cold. New Zealand had isolation, populations on different islands developed its own giant penguin, which stood a massive 1.62 different habits and food preferences that they metres tall. Ancestors of whales and dolphins were retained, when they next came together during also taking to the water. the next ice age. As a result, new subspecies and By the Oligocene Period (33–23 million years species developed. ago), because of continual erosion, New Zealand The sea and rivers had worn the land around had become a few remnants in a shallow sea. the South Wellington coast into broad beaches. The competition for land and the loss of habitats However, we can now see these beaches or wave caused many land species to be lost. Some ancient platforms high above the coast road because of podocarp species became extinct. Kahikatea and continuing uplift caused by tectonic forces in the last rimu survived and were joined later by miro and 100,000 years. totara and, later still, matai. Kauri finally replaced its ancestor and began to form the magnificent kauri forests that were to clothe the north of New Zealand. At this time, activity along the plate boundary between the Australian and Pacific tectonic plates began piling up sediments and volcanic activity added to the growing landmass. There was now space and many more ecological niches to fill. During the Miocene Period (23–5.3 million years ago), the unique fauna and flora we know today evolved. The takahe and kakapo ancestors appeared about this time. Without large predators, many of our native birds became larger and lost the ability to fly. Others, like the robin and kereru, got bigger but still retained some flying skills. During the last 2.2 million years there have been 12 ice ages. These caused changes in sea levels that greatly enhanced the rate of evolution of new species. During the ice ages, the sea level dropped joining offshore islands to the mainland by land bridges. This allowed plants and animals to spread Kereru. but then they would become isolated as the sea Photo: Jeremy Rolfe. level rose during the interglacial periods. During
22 Trees
Podocarps
Podocarps—rimu, totara, kahikatea, miro, matai— are the grand old patriarchs of the forest—the original children of Tane. Ancestors of mosses and ferns made it to New Zealand first, but none were destined to stand 60 m tall like the mighty kahikatea, our tallest native tree. Podocarps are easily worked with stone tools, so they were useful for carving, canoes and housing. The podocarps have soft fibres that allow the wood to be worked both across and with the grain. The French and English discovered the same thing, in the early 19th century, when both countries were desperate to find timber resources for building warships for the Napoleonic wars.
Left (from top): rimu, totara, kahikatea, kahikatea. Above: rimu; Right (from top): miro, miro, matai. Photos: Jeremy Rolfe.
Published by Department of Conservation, Wellington Hawke’s Bay Conservancy, P.O. Box 5086, Wellington. December 2009.
23 Beeches Rewarewa
At one time, a large portion of Gondwanaland was The ancestry of the rewarewa can be traced back covered in beech forests. As Gondwanaland broke 100 million years when New Zealand was still part of apart, ice wiped the forests from Antarctica. All that an extensive landmass. It is a member of the protea remained of the beech forests were remnants in New family and has many close relatives in Australia Zealand and South America. When the ancestors of and South Africa. Rewarewa’s ancestor must have beech trees were evolving, there were no insects, relied on reptiles to carry its pollen, as birds did not reptiles or birds to spread their pollen and seeds. appear until the dinosaur died out 65 million years They relied on the wind to spread pollen, and wind ago. and water to spread their seeds.
Above and right: Hard beech.
Black beech. Pukatea
Kaikomako The ancestry of pukatea can be traced back 40–50 million years. This makes pukatea a fairly recent arrival on our shores. New Zealand was isolated Kaikomako, like many other New Zealand trees and from other land masses by this time. Each seed has shrubs, have a twiggy (divaricating) growth habit a parachute of hairs to catch the breeze, so seeds when they are young. This habit probably reduced were probably carried here by the wind. Westerly the damage browsing birds (moa) could do. When winds probably brought seeds around the globe the trees grow past moa height the larger mature from Chile where its two closest relatives live. leaves form and the branches spread out normally. The black fruit are a favourite of the bellbird. Kaikomako were used by the earliest Polynesian settlers for fire-making.
Photos: Jeremy Rolfe.
24 Nikau Northern rata
Nikau is the most southern naturally growing palm The rata belongs to the myrtle family. It has tree. Nikau and the vine Kiekie give the bush a lush characteristic flowers without showy petals. tropical feel. Along with some of the tree ferns, these Instead the stamens make a grand show to attract plants invaded when ancient New Zealand had links pollinating birds and geckoes. with New Caledonia and other tropical land masses. Rata, an epiphyte, begins life as a seedling high in the branches of another tree. Once established it sends down vines, which take root in the forest floor at the base of the host tree. These vines then begin to grow into thick trunks, which supply the developing crown with water and nutrients. The host tree then has a problem. It is harder to get nutrients and water, and its leaves are shaded by those of the rata. Eventually the host gives up and dies. The original tree will, in time, decay but the rata will not fall. Its own trunks are by now well able to support it. When you come across a grand old rata you may be able to stand in the space between its trunks.
Photos: (nikau) Jeremy Rolfe; (rata trunk) Les Molloy; (rata flower) John Braggins.
25 Introduced species
Gorse Pines
Gorse was imported from Scotland to be a hedge Pines are natives of North America. They also find plant. It flourished in the New Zealand climate. It has the New Zealand climate very suitable for their two flowerings each year, which greatly increases its growth. However, pines produce a thick mat of ability to multiply. Some pests have been introduced pine needles which are very acid and not suitable to help stop the spread of gorse but this hasn’t been for the growth of many natives. Our canopy trees very effective. are too short to compete with pines so a pine forest Recently, gorse has been accepted as a valuable provides little food for native wildlife. nursery plant that helps the regeneration of native For more information, see New Zealand Geographic, bush. The gorse gets established much more Oct–Dec 1993, No. 20. quickly than the native nursery plants, manuka and kanuka. Gorse is also a nitrogen fixing plant and has a short life. After about 20 years, it has grown to full size and begins falling apart and lets light reach the ground. The native seedlings, waiting below the gorse, then race skywards. This blocks the sun from the gorse, which then dies. However, gorse thrives on fire. Fire cracks the hard gorse seed so that after a fire there will be thousands of seedlings competing for space. Gorse. Photo: Jeremy Rolfe. Revegetation and regeneration at Catchpool
Pine trees are being harvested in the Park, at Catchpool Valley and on the Rimutaka Incline. The native seedlings that survived the forestry operation are quickly growing now that there is so much light. This can be seen above the visitor centre when you visit Catchpool Valley. Regeneration will occur naturally. The first to grow will be the colonisers (plants that can grow quickly on disturbed ground)—manuka, kanuka, tutu, korimiko, rangiora, pate, and kanono. These plants provide shade and shelter for the next plants that will eventually overgrow their nursery and form the canopy of the bush. The canopy species, such as tawa, mahoe, kohekohe, pigeonwood, karaka, titoki will eventually be overtopped by taller, emergent trees like rewarewa, rimu, kahikatea, matai, miro and pukatea. Ferns, climbers and epiphytes (perching plants) will all find their places in the forest. This sequence is a process called natural biological succession. Each new community of organisms changes the environment, making it suitable for other species to grow. The new bush will not necessarily look like it was before humans destroyed it. This is because the soil conditions, climate and seed sources will all be different than they were before. Sometimes regeneration is given a hand by planning a revegetation or restoration programme. The plan should include the following steps: Plan of action • Selection of site • Assessment of site • Preparation of site • Plant selection • Propagation of plants • Planting • Maintenance (Taken from Revegetation Manual, Boyden Evans, published by the Queen Elizabeth II National Trust). Revegetation projects now rely heavily on gorse to be the coloniser/nursery plant. Usually within 20 years of major disturbance, a canopy of native species can overgrow gorse. Manuka can produce stands that last for 60 years or more before other native species overgrow them.
26 Bird presence and frequency survey
Bird pudding Create a survey form for your local bush area. Carry out a survey of the birds present. As you improve the bush area, by controlling pests and planting more native species, continue regular monitoring and see if the 1 1 /2 cups rolled oats bird population changes. 30 grams dripping Numbers of birds in an area tell us a lot about the use and health of an environment. (melted)
1 /2 cup honey BIRD Mix together. Colours Size Set for 2 hours. Put in hanging nets Beak shape (draw) Foot shape (draw) or in the branches of trees.
Voice Food
BIRD
Colours Size
Beak shape (draw) Foot shape (draw)
Voice Food
BIRD
Colours Size
Beak shape (draw) Foot shape (draw)
Voice Food
BIRD
Colours Size
Beak shape (draw) Foot shape (draw)
Voice Food
Published by Department of Conservation, Wellington Hawke’s Bay Conservancy, P.O. Box 5086, Wellington. December 2009.
27 BIRD
Colours Size
Beak shape (draw) Foot shape (draw)
Voice Food
BIRD
Colours Size
Beak shape (draw) Foot shape (draw)
Voice Food
BIRD
Colours Size
Beak shape (draw) Foot shape (draw)
Voice Food
BIRD
Colours Size
Beak shape (draw) Foot shape (draw)
Voice Food
BIRD
Colours Size
Beak shape (draw) Foot shape (draw)
Voice Food
28 Template for action plan
School/ (Taken from the Guidelines for Environmental The following diagram shows how you can start community Education in New Zealand Schools, 1999, page 74. to think about an action-orientated approach to restoration Refer to this for further information) environmental education. This process should always be evaluated as you work through it, to projects check that you are headed towards your decision. Check out projects by other groups. www.greenpages. Choose an issue or topic org.nz a list of groups doing projects (This could be local, national or global.) Project Crimson www.projectcrimson. org.nz This web site Identify the skills required Identify the roles and processes provides information within decision-making about New Zealand’s These could be: rata and pohutukawa • research and investigation These could include: trees, including how to protect them and • monitoring • knowing about law reforms grow them from seeds • using different media for communication • establishing role responsibilities or cuttings. Includes • analysing information • identifying the most effective decision-making reports of scientific • generating solutions process research into the trees, • knowing how to influence the decision and details on how • problem solving schools, landowners, • knowing the role of the media or conservation groups • kowing the role of lobby groups can apply for funding for planting projects and environmental Action protection activities.
Kiwi Conservation (Individual or group.) Club www.kcc.org.nz Also has links Explore different attitudes and Develop awareness through: to conservation values by identifying people’s: organisations. • personal experiences Karori Sanctuary • feelings • visits www.sanctuary.org.nz • ideas • videos The Karori Sanctuary • opinions Trust has a 500 • visiting speakers year vision for the • to: • audiotapes restoration of the Karori • clarify values • visual aids Reservoir Valley. This • understand conflicts is the time it will take to • achieve consensus about possible action re-establish the giants of the forest like rata and totara and recreate a thriving native forest. Identify and enhance knowledge and understanding
through the essential learning areas where appropriate
Published by Department of Conservation, Wellington Hawke’s Bay Conservancy, P.O. Box 5086, Wellington. December 2009.
29 Animal pests in Rimutaka Forest Park
The Orongorongo Valley has a large number of Useful web resources: animal pests, including; red deer, pigs, goats, possums, stoats, weasels, ferrets, cats, rats, mice www.doc.govt.nz > Conservation > Threats > and wasps. Together, they pose the biggest threat Animal-Pests > Possums to the remaining native animals and plants in the Rimutaka Forest Park. www.kcc.org.nz the Kiwi Conservation Club have fact sheets on pests. www.landcareresearch.co.nz > Research > Pest Why are there so many? control technologies www.landcareresearch.co.nz > publications New Zealand is a small, isolated country made up www.doc.govt.nz > Conservation > Threats > of more than 300 islands. The native fauna evolved Animal-Pests A–Z without the pressure of large mammalian predators. Without large predators, animals have no reason to escape so can become larger and, for birds, flightless. This proved a problem when fast moving mammal predators from overseas were introduced to New Zealand. Some animals were introduced on purpose and others accidentally.
What effect do the pests have on New Zealand species?
New Zealand fauna (animal life) is dominated by invertebrates (such as land snails and weta) and birds. Most of these species were easy prey to the introduced pests such as rats and possums. Introduced animals also compete with native species for their food. This is especially harmful because the immigrants usually have a very wide diet, whereas the native species are often specialist feeders and when their one food source is gone so are they. The introduced animals just move on to another source of food.
A possum attacks a bird’s nest. Photo: David Mudge.
Published by Department of Conservation, Wellington Hawke’s Bay Conservancy, P.O. Box 5086, Wellington. December 2009.
30 Possum hunter – Kevin O’Donnell Kevin’s goal is to create a mainland island in the The Department of Conservation provided the traps Rimutaka Forest Park. He plans to remove the and some instruction in their use. By early 2004, with introduced mammal pests from a 70 hectare patch support and assistance from John Rush of “Walks of bush near the Catchpool car park. Unlimited”, Kevin had caught the following pests: In July 2001, Kevin read an article about the Below: Kevin O’Donnell Kiwi Recovery Programme in the New Zealand sets a trap. Below right: Geographic magazine. Research showed that Stoats 19 Kevin plucks fur from a “95 per cent of kiwi chicks die within the first few possum. Photos: Richard months of their life. Only one percent survive into Rats 130 Goldsborough. adulthood”. Kevin set out to catch possums with 100 Possums 419 Victor leg-hold traps.
Challenges that make this work frustrating are lack of manpower to trap regularly and extend the area being controlled; the theft and destruction of traps; and the limited funding available. All this is done in Kevin’s spare time. He is a coordinator in the Intensive Care Unit at a hospital. But growing up in the Taranaki countryside has given Kevin an appreciation of the bush and a desire to see it full of birds. You can find out about mainland islands on the website: www.doc.govt.nz > Conservation > Land & freshwater > Land
Published by Department of Conservation, Wellington Hawke’s Bay Conservancy, P.O. Box 5086, Wellington. December 2009.
31 Control options for weeds
Weeds are plants in the wrong place. They are usually foreign invaders in a place far away from the animals and diseases that had evolved to feed on them. Without these natural controls the weed population explodes. Weeds are the successes of the plant world. They have strategies or adaptations that help them beat out the competition.
Weed strategies
• They grow really fast – old man’s beard can grow 3 cm a day Wild ginger. Photo: DOC. • Some can climb up other plants to get their light • Some have many ways to reproduce—oxalis, – old man’s beard, passionfruit vine wild ginger • Some have seeds that last a long time in the soil—gorse • Some have brittle stems so they can’t be pulled up by browsers and gardeners—Tradescantia
Controlling weeds
Many methods are used to control weeds with Old man’s beard. Photo: Jeremy Rolfe. varying degrees of success. Some methods are a total waste of time. Burning gorse, for instance, • Some have prickles to prevent browsing – gorse helps crack the hard seeds lying in the soil so they • Many produce vast numbers of seed – gorse, can quickly grow, as well as burning, and thus dandelion killing, all the other plants that could otherwise • Some take root as they grow along the ground – compete with gorse. blackberry, Tradescantia Weed control can be physical, chemical and biological, or a combination (integrated pest management).
Other useful web resources
www.doc.govt.nz > Conservation > Threats & impacts > Weeds.
Blackberry. Photo: Jeremy Rolfe.
Tradescantia. Photo: Jeremy Rolfe.
Published by Department of Conservation, Wellington Hawke’s Bay Conservancy, P.O. Box 5086, Wellington. December 2009.
32 Land use in Rimutaka Forest Park The forest ecosystem in Rimutaka Tramping and huts Forest Park was a self-sustaining Since the early 1900s, people have tramped in the ecosystem for many millions of years. Park. The Five Mile Track was cut in the 1880s by J D Climie, as he surveyed the area. In 1914, H Maori Girdlestone re-cut and extended the track to the Orongorongo River. Before this, the main route into the valley was the Mt. Baker Track and Cattle Ridge. When Maori arrived they learnt about the secrets of the New Zealand bush and over time how to harvest The easier track encouraged hut building. Huts were without depleting. When moa became extinct, usually framed with manuka and clad in canvas, Maori responded with the concept of kaitiakitanga, tarred paper or flattened kerosene tins. meaning guardianship. “…people are intrinsically In the 1920s, the upper Orongorongo Valley became linked with the natural world, the mana of the iwi, a town water catchment. A dray track was cut up to hapu, or whanau is directly related to the well-being the weirs and a tunnel was dug through the range to of the natural resources within their rohe, or region.” carry water to the Wainuiomata Valley. Because so many huts were built and so many people visited the valley, the ‘Shanty-town Store’ Forestry and farming opened near the end of the Five Mile Track. After a few years trading, it closed in 1935. The Europeans saw the forests as a source of timber for building (including ships’ masts and spars) and food in the form of birds, but they saw its main value in the land it covered. In the Catchpool Valley, Europeans saw huge farming potential in the Right: Trampers on the land. They considered that the rich forest growth Orongorongo Track. must mean the soil was rich and would produce Photo: Sally Airey. good farmland. Trees were cleared and farming Below: Logging of pines began. By the 1960s it was clear that this land was on the slopes above the Catchpool Valley began not suitable for farming. The cleared areas of the in 2001. Most of the Catchpool Valley soon became covered in gorse. logged areas will be left to By the 1940s logging of native trees had stopped, regenerate naturally, but but some cleared land was put into exotic native species are being planted in some areas to production forest. Other land has been allowed assist regeneration. to regenerate naturally although that has been Photo: Jeremy Rolfe. interrupted in some area by scrub fires.
Possum research
In the 1950s a Possum Research Station was established in the valley. Possum counts and data about the impact on native plants have been monitored continuously for 50 years.
Published by Department of Conservation, Wellington Hawke’s Bay Conservancy, P.O. Box 5086, Wellington. December 2009.
33 Stag Hut – Kate Coolahan remembers World War II and after
Stag Hut was passed on, “for a bottle of whiskey and an axe”, to Max and During the war years the army was active in the Kate when the previous owner moved north in 1952. Nestled beside Green Orongorongo Valley, often searching for some men Creek it was the ideal place for Max to recuperate from the shattering who had gone AWOL (absent without leave) and experiences and tropical diseases of war. built a hut discreetly in the bush. Many years later Max had always been a man of nature and an artist. For him “the bush the army was active in the area again, as troops was a peaceful and meaningful place”. Being in the Orongorongo Valley prepared for Vietnam postings. nurtured both these needs. Access wasn’t easy over the Five-Mile Track, In the post war years, the availability of 4-wheel- and wasn’t available up the Catchpool Valley (see ‘A Rimutaka History’ drive vehicles made access and transport much information panel in the Catchpool car park) or up the river from the coast easier. Huts were rebuilt or upgraded. A phone line in a 4-wheel drive. was installed to link huts and to improve safety, after The bush was in a bad state having suffered the ravages of milling, several drownings had occurred in the valley. earthquakes, fire and browsing animals. Erosion was bad. Eventually In the 1950s, about 70 huts existed in the valley. Green Creek wiped out Stag Hut. It was rebuilt as an A-frame and was Today the number is slowly dropping as hut leases extended in subsequent years, being damaged by a falling tree. It could terminate and huts are demolished. About 60 huts now sleep 40. remain, six of these are owned by Department of This amount of accommodation was not just for Max, Kate and their Conservation and five are available for hire. friends, although there were plenty who came to get away from Wellington; play a round of golf on the 9 hole course (St. Andrews affiliation pending); hunt; play music; paint or take photographs. There was plenty to do. Max was a teacher at a Wellington secondary school and he saw too many students with problems—“kids at risk”. What worked for Max, he reasoned, should work on these kids. So Kate and Max were hosts to many of them. Professionals (doctors and psychologists) noticed that some of the students were improved from their time in the bush and the attention of some more adults who were willing to treat them like adults. “Those kids still drop in.” There were lots of huts and people in the valley. Some enterprising folk set up phone lines through the bush between huts so people could warn shooters when a group of children were coming down the river. A line out to town wouldn’t last over the exposed ridge. A falling tree could cut the line so easily and finding the fault could take all weekend. A radio- telephone at the Department of Scientific & Industrial Research [now Landcare Research] Possum Research Station provided emergency communication with the outside world. Kate found pink-bellied noctural skinks and successfully helped to breed them. Other treasures of the bush were the Peripatus and giraffe beetles. “We were the conservationists—they (the water board) kept on at us to have controlled burns of the gorse.” Kate remembers how distressing it was to have Stag Hut demolished and not receive compensation even though it had recently been renovated with a new roof.
34 Tracking tunnels Tracking prints of pests in your home forest
Rat Find out what creatures are wandering around your Polycarbonate tray local patch by using a homemade tracking tunnel. divided into three End-on view of partitions tunnel These instructions are from Craig Gillies and Dale Williams at the Department of Conservation. Tunnel Tunnel dimensions and materials cover • Wooden base, 100 mm (W) x 535 mm (L) Paper Tray in this plywood or 25 mm thick rough-sawn pine. section Base Four toes on the • Tunnel cover, black corflute, stapled or nailed to front feet, five on the the base, 615 mm (L) allows for 40 mm overhang back. Lumps on the each end of timber. Tunnel internal clearance underside of the feet height should be 100mm. leave clear marks. • Polycarbonate trays, 520 mm (L) x 95 mm (W), Mouse with three partitions being 173 mm (L). • Papers—each paper should be pre-cut to Sponge 173 mm x 95 mm in size. The type of paper may and food be determined by local availability (and cost) but colouring ensure it is sufficiently absorbent to retain the in this food colouring animal prints (standard “shopping section bag” type brown paper seems to work very well). Tracks show as very • Sponge, 173 mm x 95 mm and 3–5 mm thick. small dots. Prints have • Tracking media—use liquid food colouring at similar layout to those approximately 1:3 dilution in water. If you suspect of rats. that freezing is going to be an issue use the food colouring neat. In extremely dry conditions Paper Mustelid (weasel, in this mix the food colouring and water solution with stoat, ferret) section polyethelene glycol (approximately 20%). Layout of polycarbonate tray When it comes to setting up your tunnel to find out who is out there, follow these steps for good results.
• Put your tunnel out at the test site at least a week Animals enter or before you put food colouring on the sponge. This exit here Foot pad lies outside a allows the animals to get used to its presence. line drawn between the • Select a place that looks like it is a place that first and last toes. small animals would use as a path. What are you going to do now? Hedgehog • If more than one tunnel is being put out, make sure yours is named and mark the location of Your local Regional Council or DOC will be able to each one with coloured tape. give you advice and possible assistance in getting rid of the pests from your forest. • Place your tunnel on level ground so the food colouring will stay put. • Make sure your tunnel is secure so that a pushy hedgehog doesn’t upset it. Front and rear feet have five digits and a • Look to see that it is easy for your guests to get centre pad. Centre pad in and out of the tunnel. is closer to toes than Your sample will tell you what has been wandering that of a rat. around but will not tell you how many there are. This © Diagrams courtesy of would require many tunnels on several tracking lines Connovation. to gather sufficient data to be able to estimate the size of the pest populations.
Published by Department of Conservation, Wellington Hawke’s Bay Conservancy, P.O. Box 5086, Wellington. December 2009.
35 Turakirae landforms
The landforms on this coastline are the result of present in streams is only a small proportion of the earthquake uplifts over the last 7000 years. water flowing from the mountains to the sea. Most of Five beaches have been raised: it is underground. • In 1855 an earthquake measuring 8 on the Because the area is in an earthquake shatter zone, Richter scale raised the beach 2.5 metres. This the area is covered in shattered rocks, many of raised beach can be seen closest to the sea. which spew out from the valleys as shingle fans. • The second beach was raised around 1460. This This is not a normal coast. It fronts onto the Southern is now 8 metres above sea level. Trench—one of the ocean’s deepest areas on earth. • The third beach is about 16 metres above sea The trench at its deepest part is much deeper than level. This is estimated to have been uplifted Mount Everest is high! about 3000 years ago. This coastline is below a shattered and unstable • Two higher ridges are about 22 and 25 metres mountainside with large quantities of water seeping above sea level. It is difficult to see these below on its way to the sea. The land has been because of the screes from the steep slopes raised by earth movements and borders Cook Strait behind them. —a gap where two mountain ranges have been torn 50 miles apart.
Above: Turakirae Head. Photo: Lloyd Homer, GNS Evidence of much earlier uplift is seen in the hills Science. west of the Orongorongo River. Ancient beach plateaus can be seen near their summits. The Wairarapa Plains is an ancient seabed. If you look south you will see the Kaikoura Ranges. The inland Kaikoura Range is a continuation of the Rimutaka Ranges and the seaward Kaikoura Range Top right: Turakirae Head. is a continuation of the Aorangi Mountains across Bottom right: Ancient the bay at Palliser. Earthquake movements have beaches can be seen gradually torn these mountain systems apart and as gently sloping terrace opened up Cook Strait in the process. in the hills west of the Orongorongo River mouth. Much of the water in this area “leaches” through the Photos: Jeremy Rolfe. ground rather than flowing in streams. The water
Published by Department of Conservation, Wellington Hawke’s Bay Conservancy, P.O. Box 5086, Wellington. December 2009.
36 Characters of the coast
Barney In those days travellers and men with herds of cattle and flocks of sheep sometimes had to stay days at this spot waiting for a safe time to get around the Frank Barnes, known as Barney, lived on the coast rocks. Most travelling was done on foot as horses from 1895 until he died in 1936. He worked as a were very scarce. shepherd, a dog trainer for the Orongorongo Station and as an artist. He painted ships from the window Alfred remembers when the 1855 earthquake struck. of his hut that became known as Barney’s Whare. He was in Wellington. He says, “We were thrown from our feet and out from the front of the house. Barney loved his hut and never wanted to leave it. Half of the house came down and the remainder But the time came when he was no longer able to was left standing. Tremors continued through the live here alone. Barney’s employers, the Riddiford’s, night. In the morning we were astonished to see that, who owned the Orongorongo Station, paid for him to owing to the raising of the land, the foreshore was stay in a Lower Hutt hotel. bare for some distance.” Mr Riddiford gave the hut to an old friend of At Wharepapa great changes had taken place as Barney’s who planned to use it for his scout troup. a result of the earthquake. The sea was at least 2 Barney, when he heard of about this, flew into a rage chains back in places. The Makomako rocks were and said, “Those darn scouts are not going to get no longer an obstacle for travellers, the earthquake my whare, I’m going back! I’m going back!” had left them high and dry. The farmhouse at Barney died soon after. Not long after his burial, Wharepapa had been shaken down and the men some believe he made his first return visit to his were living in a cowshed. home. There have been many reports of his visits since then—always friendly, never scary. They go like this… ‘Okiwi’ Brown (as told by Alfred Around 2 a.m. taps on the door can be heard. Matthews) They are repeated about three times. Sometimes footsteps or swirling winds can be heard in the When we decided to go from Wellington to the entrance passage. Wairarapa in the early days, whether by horse or Is it Barney or is it a restless old sailor whose ship on foot, we first travelled the Petone Beach. After was wrecked on the coast? passing the palisaded pa of a celebrated chieftan, Te Puni, we reached the Hutt River. We boarded a What do you think? Maori canoe and swam our horses across the river. Since Barney lived there, the hut has been used From there we travelled to Okiwi (now known as by scouts, members of the Royal Forest and Bird Rona Bay) and spent the night at the residence of Society and is now administered by Barney’s Whare ‘Okiwi’ Brown. Committee. The hut has been repaired, has had The settlers depended on Brown for accommo- a bunkroom and bathroom added, and now has dation. His house had a roof thatched with toetoe, a running water and electricity. kitchen with a clay floor and a fireplace so large that Brown frequently used logs that would burn for two Alfred Matthews (1845–1925) or three days. Brown was very fond of animals and kept a goat, a sheep and two or three mangy dogs in the house. Alfred Matthews’ father farmed at Wharepapa and later Waiorongomai. Alfred was born in Wellington I often stayed at ‘Okiwi’Brown’s house when taking and stayed there to attend school. He remembers fat stock to the Hutt or Wellington. when, at the age of six, his father took him out to the farm. They walked to the pilot station opposite Pencarrow and took the Pilot boat across the harbour. In the evening they arrived at Orongorongo where they spent the night. They arrived at Wharepapa at dusk the next evening. Some trips to the farm were more difficult than others and Alfred remembers getting drenched by the high tide once as they tried to get round the rocks at Makomako.
Published by Department of Conservation, Wellington Hawke’s Bay Conservancy, P.O. Box 5086, Wellington. December 2009.
37 Local Maori in the late 1800s–early Before a good road and railway were built over 1900s (as told by Alfred Matthews) the Rimutakas, the best way to take stock to the Wairarapa was around the coast. Stockmen drove sheep from Eastbourne around the coast as far as Maori from Makomako occasionally visited Onoke Spit and from there they travelled inland to Wharepapa. They were not from the same tribe as the Wairarapa. New Zealand’s first sheep station those on the other side of the lake. The Wairarapa was established 18 miles north of Lake Ferry in Maori brought supplies of wheat, potatoes, and 1844. onions across the lake by canoe and traded them for tobacco. We leased the land from the Maori for £12 There were about five inns along the coast, each per year. about a days journey apart for a mob of sheep. These inns provided the stockmen with beer (often My father leased and later purchased more land made from manuka leaves). along the coast. He handed the Wairongomai part of the run to me. When the stockmen arrived at Lake Ferry the publican arranged to have the men and their stock Ever since I have had this property, I have been ferried across the lake mouth to the settlement. The careful to prevent the unnecessary destruction of town, not the lake, was called Lake Ferry because trees and have been successful in keeping fire out the purpose of that settlement was to provide a ferry of the mountain forests. For years I protected the service to the stockmen. scenery along the road from fire. I handed over this bush, which runs along the Western Lake Road for Before the 1855 earthquake, some parts of the track some miles, to the Department of Conservation for a along the coast were often blocked by high tide or Scenic Reserve. bad weather.
Huts in the area Shipwrecks
Barney’s whare was built in 1914. It is known Over 45 shipwrecks have occurred in the Palliser that two previous huts built in the area (1860 and Bay area since 1841. Sailors are warned of the 1900) were destroyed by fire. This is not surprising dangers of entering Palliser Bay and warned never considering the technology used for cooking, to enter in a southerly. The seas can be treacherous heating and lighting. Camp ovens were box shaped, and the old square rig sailing ships were particularly with the oven below the fire and the pots hanging vulnerable to becoming caught in a bay. They were from a bar above. designed to tack over hundreds of miles of ocean but found it difficult to make only small tacks needed to get out of a bay in bad weather. The stockmen of the 1800s
Barney’s whare. Photo: Jeremy Rolfe
38 Maori settlements
When a road was bulldozed around the coast in the 1960s, artefacts were found that provided information about the people that lived there around 500 years ago. Stones tools were found and a midden was revealed and its contents analysed. Paua shell samples were radiocarbon dated. Results showed the paua shells to be between 400 and 500 years old. Material found in the midden included: paua, limpet, cat’s eye, Cooks turban shell, dark rock shell, white rock shell, dark top shell, chiton, barnacle, land snail, fish bone, small bird bone Paua and limpets were the most common species found. The size of some of the shells could be a A shell midden photographed at Aotea, Waikato, similar to the one found on the Turakirae coast. sign of poor environmental conditions at the time. Photo: C. Rudge/DOC. Seafood was obviously the major part of the diet for people living on the coast.
Sketch of argillite adze found at the mouth of the Orongorongo River after the road was bulldozed in late 1964.
Published by Department of Conservation, Wellington Hawke’s Bay Conservancy, P.O. Box 5086, Wellington. December 2009.
39 Wildlife
Turakirae is the winter home for up to 500 New Zealand fur seals. The colony began in 1950 and has steadily increased since then. Information about seals in the Wellington region is reproduced on the next three pages. A variety of native birds (black-backed gull, banded dotterel, caspian tern, variable oystercatcher) and reptiles (copper skink, spotted skink, common skink, common gecko) also share this coastal habitat.
Birds from top: Banded dotterel, Caspian tern, variable Lizards from top: copper skink, spotted skink, common skink, oystercatcher. Photos: DOC. common gecko. Photos: DOC.
Published by Department of Conservation, Wellington Hawke’s Bay Conservancy, P.O. Box 5086, Wellington. December 2009.
40 Ab-Seal-utely Wellington
Seals belong to a What seals are found around the group of mammals known as “pinnipeds” Wellington coast? (feathered feet), and are distantly related New Zealand Fur Seal to bears and dogs. All pinnipeds have These are the most frequently encountered seals streamlined bodies, in this area. Every year between May and the end and limbs modified into of October males dispersing from rookeries make flippers. Pinnipeds their way to distant feeding grounds which include are divided into three Cook Strait and other parts of the North Island. Fur families: the walruses, seals are very good swimmers and recently weaned true seals and eared pups are capable of turning up almost anywhere seals. True seals do around New Zealand. A fur seal pup tagged on the not have external west coast of South Island has even been caught ears, cannot turn their in Australia. On land they sometimes become hind flippers forward disoriented and have been found in unusual places and have fur on both such as backyards, drains and streets. surfaces of their Fur seals have clearly visible external ears, a flippers. On land they pointed snout and long pale coloured whiskers. move in a caterpillar- Adult males reach about 2 m nose to tail length, and like hitching motion. may weigh 185 kg. Adult females reach 1.5 metres Eared seals include fur long and weigh up to 70 kg. Their coat is a dark seals and sea lions. grey-brown on the back, and lighter below. The They have external thick underfur is a rich chestnut. In some animals ears, hind flippers that the guard hairs have white tips giving them a silvery can be turned forward appearance. They feed mainly on squid and small under the body and mid-water fish but also take larger species such as the undersides of their conger eels, barracuda, jack mackerel and hoki. flippers are naked. They are capable of “walking” on land.
Photos: Jeremy Rolfe.
Published by Department of Conservation, Wellington Hawke’s Bay Conservancy, P.O. Box 5086, Wellington. December 2009.
41 Other seal species Leopard seals are easily identified by their long slim body, dark grey back, light grey muzzle, throat and Subantarctic fur seal belly and scattered dark grey and black spots. They also have a disproportionately large snake-like head. Adult males reach 3 metres nose to tail length and about 270 kg. Females may reach 3.6 metres and weigh over 300 kg. Leopard seals are highly carnivorous and take a wide variety of prey including tiny krill, fish and sea birds. They are the only seals known to regularly hunt and kill other seals, and large adults have attacked humans.
Southern elephant seal (sea elephant) This species looks very similar to the New Zealand fur seal but has a conspicuous two tone coat, a blunt nose and simple teeth. The closest rookery to New Zealand is located on Macquarie Island. A small number of subantarctic fur seals have been recorded in the Wellington region since 1995.
Leopard seal (sea leopard) Adult leopard seals are normally found along the edge of the Antarctic pack ice but in winter young animals disperse throughout the southern ocean, regularly visiting New Zealand. Sightings on Wellington’s coast are not uncommon in late winter. This is the largest species of seal. Adult males reach 4–5 metres nose to tail length, and 3.6 tonnes. Females are 2–3 metres long and weigh about 900 kg. They are dark grey immediately after the moult but this fades to greyish brown. Large bulls can be heavily scarred from fights with other males during the breeding season. Their most outstanding feature is their inflatable snout, which only reaches full development in adult males. Elephant seals are infrequent visitors to this coast but occassionally young animals come ashore to moult, and may stay at one location for several months.
Where can I find seals around Wellington? NZ fur seals breed at Honeycomb Rock, Kapiti I R Cape Palliser, and a
m possibly Kapiti Island. a e Paraparaumu r During winter, fur seals Masterton a h Castle Point regularly haul out at Carterton W Kapiti Island, Mana Greytown Mana I Upper Island, Pipinui Point, Hutt Featherston R u Porirua r from Ohau Point to io Pipinui Point u Martinborough in Cape Terawhiti, Lake a Ohau Point Lower Wairarapa W Tongue Point, Sinclair Cape Hutt R Terawhiti ga Head, Turakirae Head, an Wellington ah m Honeycomb Rock a Cape Palliser (three Tongue Point u sites), Te Kaukau Point, R Sinclair Kairingaringa Reef N Head Turakirae Manurewa Point, Head Kairingaringa Reef, Manurewa Point Honeycomb Rock, and Cook Strait occasionally at Te Kaukau Point Cape Palliser 0 10 20 30 40 50km Castlepoint.
42 Why do seals come ashore? What do I do next?
In this region seals normally come ashore to rest Do not attempt to move, or assist the animal after long periods at sea, or sometimes to moult. yourself. Even if it is sick or injured it may still be Occasionally they are forced ashore by rough capable of inflicting serious injury. Seals can also weather, fatigue, illness, injury, or they may be carry infectious diseases that can be transmitted to entangled in debris or net fragments. humans, and are difficult to treat. If the animal is sick, injured, tagged or being Should I approach a seal that has harassed, please contact your nearest DOC office. DOC have experienced staff who will respond to the come ashore? animal if necessary. When taking your call DOC will need the following information: All seals should be treated with caution. They have • Where is the seal and how can they get to it? large teeth and can become aggressive. All seals • What species of seal is it (or a description of move surprisingly quickly on land. Leopard seals what it looks like)? in particular should be treated with great respect. Unlike fur seals, they are not afraid of people • What size is it? and are unlikely to retreat into the water when • What is wrong with it? approached. Fur seals can bite with up to 2 tonnes • What is the state of the tide? per cm2 pressure, and shake vigorously while biting, • What are the local weather and sea conditions? inflicting serious injury.
How do I determine if a seal needs More information help? Kapiti Area Unless there is a good reason to think a seal needs 10 Parata St assistance, it should be left alone. Seals can survive P. O. Box 141 quite major injuries if they are in good condition. WAIKANAE 5250 Injuries such as cut or torn flippers, or minor gashes Tel: (04) 296 1112 are not cause for concern. Unnecessary disturbance Fax: (04) 296 1115 and a close approach can do more harm than good. Always keep dogs and small children well away Poneke Area from seals. Do not feed seals. This may prevent 181 Thorndon Quay weanlings learning how to catch food. They could P. O. Box 5086 also become a nuisance, or aggressive towards Wellington 6145 people that do not feed them. Tel: (04) 472 5821 • Approach the seal slowly, making sure you do Fax: (04) 499 0077 not cut off its escape route to the sea; try to avoid Wairarapa Area making eye contact with it; keep a safe distance away (about 5 metres). South Rd • Look for obvious signs of ill health or distress P. O. Box 191 such as large open wounds, or strapping or MASTERTON 5840 ropes embedded in the fur around the neck. Tel: (06) 377 0700 Fax: (06) 377 2976
43 Plants of Turakirae Head
Many factors affect the types of plants that grow, and where they grow, at Turakirae—the geological history, the climatic history, the present soils and the present climate. The higher raised beaches have developed deeper soils enabling them to support larger shrubs and trees. The deeper soil is able to hold more water and nutrients. The lower raised beaches have shallower soils and support smaller plants. The shallow soil cannot retain much water. Conditions at Turakirae can be harsh. Plants need to be able to survive in drought conditions. The free- Speargrass (above) is usually associated with cold alpine areas, draining soils, and the exposure to wind and salt, but also grows at Turakirae. Alpine conditions can make it difficult restrict the plants access to water—a key to survival for plants to take in water—even though there may be a lot of water in the environment—so plants such as speargrass, are adapted to for all living things. Plants that survive here include cope with little water. The coastal environment can be very dry, so salt-tolerant herbs, tussocks and reeds. this species of speargrass is also adapted to survive at Turakirae Head. Photo: Jeremy Rolfe.
Divaricating plants
Many shrubs and young trees growing at Turakirae have densely tangled branches. They are known as divaricating plants. This habit is a distinctive feature of New Zealand’s flora. Several theories have been proposed to explain why New Zealand has so many divaricating plants. One theory is that these plants are especially common in areas of drought or extreme cold. The tangle of branches means that many leaves are protected from wind and cold, which reduces the loss of water from the plant. Another theory, is that divaricating plants evolved in response to browsing by moa. Because divaricating plants do not have a single main stem, they are not as badly affected by browsing. Many divaricating plants change into a ‘normal’ adult form as they grow tall enough to avoid browsing. Examples of divaricating plants at Turakirae include kaikomako (which changes into a ‘normal’ adult form) and a threatened plant, the shrubby tororaro.
Above: Kaikomako—juvenile (small leaves) and adult foliage. Photo: Jeremy Rolfe. Above right: Shrubby tororaro. Photo: Cathy Jones. Right: Shrubby toraroraro detail. Photo: Jeremy Rolfe.
Published by Department of Conservation, Wellington Hawke’s Bay Conservancy, P.O. Box 5086, Wellington. December 2009.
44 Preservation versus use (Debate/discussion on starter cards) Using these cards, students can explore attitudes and values that people may have about an area. Alter to suit your students.
Developer Local iwi member
People will pay a lot of money to stay in a place like This is where my ancestors lived and some of the this. They can enjoy the lovely scenery and wildlife. land close by is tapu. We want this area to stay as It might cost me a bit for consents and building but it it is. People can visit the area but it should not be would be worth it. overrun by tourists and their rubbish.
Tramper Department of Conservation
My tramping club loves to come here and use this This is a very significant conservation area. A lot area to walk and explore in. I don’t want to see any of work has been done in this area to restore and of the area destroyed but we would like more people protect it because of its biodiversity. We do not want to visit and have a place to stay. to see any more damage here.
Local school student Local council member
I don’t want to see any development here. We visit We want to look after this area because of the this area every year and see native birds and plants. special animals and plants, but we could use the We have also just started some planting. I think it’s a money from visitors to help protect the area and tell beautiful place. visitors why it is so special.
Eco-tourist Road worker
When I go to another country I love seeing places of If more people visited this area we might have natural beauty. I don’t always have a lot of time so to build more roads. That would be good for me places to stay and things to do are important to me. because there is not much work here and I was going to have to move into the city for work.
My personal opinion
Published by Department of Conservation, Wellington Hawke’s Bay Conservancy, P.O. Box 5086, Wellington. December 2009.
45 Map – Wellington to Wairarapa
Published by Department of Conservation, Wellington Hawke’s Bay Conservancy, P.O. Box 5086, Wellington. December 2009.
46 History of the Rimutaka Incline railway
The Rimutaka Incline timeline Fell engines operated in only two other places in the world. Those operating on the Rimutaka Incline were the most successful and longest serving. 1875 Construction of Rimutaka Incline railway began The Fell engines were operated by a driver, a stoker, and guards—who rode in the guards vans and 1878 Fell locomotives began operating between operated the brakes. Cross Creek and Summit 1880 Train blown of track at Siberia—three people killed 1955 Rimutaka Incline Railway ceased operation 1967 Embankment at Siberia collapsed during a storm 1987 Walkway/mountain biking track officially opened
The story of the railway
The Rimutaka Incline (the track between Cross Creek and Summit) was part of the rail route between Wellington and the Wairarapa for 77 years (1878–1955). It features almost every aspect of railway engineering. In 17 kilometres you can see: • Four tunnels (one straight, three curved) • A wooden truss bridge over the Pakuratahi River Right: A guard operates the brake van. • A bridge at Ladle Bend Creek with dressed stone piers and approach embankments • Many deep cuttings and high embankments • Sharp curves Sites of interest from Cross Creek to Summit • Small bridges and culverts • Old locomotive remnants (northern end of yard at • Cross Creek locomotive depot—the home base Summit) for the Fell locomotives that operated on the Rimutaka Incline from 1878–1955. • Concrete remnants at Summit and Cross Creek—foundations for water tanks, locomotive • Cross Creek yard and railway cottages—this was and brake-van sheds, turntable pits, a tennis once home to 120–150 people who operated court, and inspection pits and maintained the Rimutaka Incline railway. There was a hall, library, signal box, cottages and other railway buildings alongside the centre Fell engines of the yard.
John Fell was a railway inventor who lived in London. In 1864 he tested his 15-ton prototype locomotive. People were amazed to see a squat little “Fell” engine pulling a 24 ton train up a 1:12 gradient. Right: H 199—the last The design of the Fell engines looked similar to train to climb the Rimutaka other engines from the outside but inside they were Incline, 29 October 1955. Photo: Derek Cross. NZ unique. Between the frames, a second engine drove Railway & Locomotive a set of four horizontal wheels that gripped a raised Society archive. centre rail.
Published by Department of Conservation, Wellington Hawke’s Bay Conservancy, P.O. Box 5086, Wellington. December 2009.
47 • Cross Creek turntable—this was used for turning • The ganger’s house was sited 300 metres up the some of the locomotives that worked from Cross track (near the third curve past Cross Creek). Creek to Masterton. The Fell engines didn’t need The ganger maintained the track. to be turned—they travelled forwards up the • Price’s tunnel—named after Mr Price, the incline and came down backwards. Manager for the construction of the Incline. An • The start of the incline—the start of the centre rail old locomotive cab sits just beside the track. It The beginning of the (unique to the operation of the Fell engines) can was placed here during the 1940s as a shelter centre rail at Cross Creek. still be seen here. for track maintenance staff. • Between Price’s tunnel and Siberia (Horseshoe Gully)—the steep embankment on the downside of the gully can be seen from here. • Siberia gully (a desolate spot with severe winds)—a large rock and earth embankment once filled the gully so that trains could cross. It was constructed prior to 1876. An intake shaft collected and diverted the water from the stream that ran through the gully. After the railway closed the shaft was not maintained. It became blocked and this caused the embankment to collapse in a massive washout in 1967. This left the shaft exposed. You can imagine the amount of fill that would have been behind the embankment, and would have been carried away in the collapse of 1967. •
48 • Siberia was the site of the only fatal accident on From Summit to Kaitoke the Rimutaka Incline railway. On 11 September 1880, a mixed passenger/goods train was part • Ladle Creek Bridge—this type of bridge way across the embankment when a strong construction was rarely used on railways. It gust of wind blew the carriages and some of features a central pier, abutments and approach the goods wagons off the embankment. Three embankments made from blocks of stone. children were killed and thirteen passengers • Pakuratahi Bridge—a rare surviving example received serious injuries. Windbreaks were of a type of truss once commonly used on New erected in the most exposed areas of the track Zealand railways. after this. • Pakuratahi Tunnel—73.5 metres long. Just prior to the tunnel is a concrete structure—a ventilation shaft for the Rimutaka Tunnel (built in the 1950’s) that runs directly below the old Above: A postcard of a train crossing Siberia, railway track at this point. The ventilation shaft showing the windbreak is unique. It is 2.7 metres in diameter and 116 that was constructed after metres deep—a good spot to consider the height the 1880 accident. difference between the old and new routes. • Another 45–50 minutes of walking and you will arrive a Kaitoke—the station here was a crossing Right: Memorial to some place for trains. Until 1952, it was the only station of the victims of the with refreshment rooms between Wellington and Siberia railway accident, Masterton. Remember the incline journey took 11 September 1880. 40–50 minutes and either side of the incline the Photos: NZ Railway & trains had to reassemble! Locomotive Society.
• The long straight between Siberia Tunnel (120m) and Summit Tunnel (576m)—one of the steepest sections of the incline with a gradient of 1 in 13. • Summit Tunnel—inside this tunnel the 1 in 15 gradient changed to a 1 in 1000 grade. The centre rail ended about a quarter of the way through and the line gradually levelled out to exit the tunnel into the yard. Refuges at intervals along the tunnel sides were used by track gangs to move out of the way of passing trains. • Summit—two of the Summit’s five houses were once on the bank behind today’s shelter. This area was totally isolated (no road access) and prone to all types of weather, including snow. Summit Station was the end of the line for the Fell engines. There were sidings to help in reassembling trains. Fell engines and brake vans were removed from trains that had climbed the incline, and added to those arriving from Wellington ready for the descent of the incline. The foundations of the 15,000 gallon water tank, a turntable and an ash-pit can be seen.
Summit Station signal box. Photo: NZ Railways Four Fell engines haul a train up the Incline. archives. Photo: NZ Railway & Locomotive Society archives.
49 Memories of a Cross Creek child Cross Creek once but it got burnt down and was Peter Barry never replaced. Sometimes we went pig shooting or possum Peter Barry now lives in Australia but he returned trapping with the men. recently and shared some of his memories of life at We made sledges and had a sledge track up the Cross Creek where his dad was a guard on the fell southern side of the valley. We would pull our engines. Peter and his younger brother and sister sledges to the top of the hill and slide down. To get lived with their parents in one of the cottages. His more speed up we would haul buckets of water up older sister was away at boarding school. to the top and pour it down the track. Were there many kids at Cross Creek? What did your parents do for entertainment? Only about 13 kids of primary school age. We were There wasn’t much entertainment at Cross Creek. all in the one class in the schoolroom across the No pub. A dance was held in the community hall creek. The older kids went off to boarding school. occasionally. There was a regular shunt train to Featherston where there were shops, a hotel, and How old were you when you lived at Cross a movie theatre. We sometimes went there on a Creek? Saturday afternoon. I was ten when we first went there and twelve when we left. What was your house like? Our house was a three-bedroom railway house. What did you do in your free time? Dad had a vege garden out the back. The houses There were four guys about the same age as me had either two or three bedrooms, and were built to and we would go climbing in the hills. We would railway specifications. The houses were very small travel a fair distance but we never got lost. We would but we spent most of our time outside—we always swing on the supplejack vines, playing Tarzan, make got out, even when it rained. The single men lived in huts (we had one on the other side of the river), build a boarding house. camp fires and bake potatoes. What do you remember about the trains? Sometimes we would cause small landslides. Once we went to the top of the hill and caused a huge It was a lot of work getting them ready to go up landslide. We all got a terrible fright from that one. the incline. They were really noisy. I used to feel We got caught up in it and went home with our sorry for the stock in the open carriages. They were clothes torn and lots of skin off. Mum fussed over us exposed to all that smoke and steam. It must have but Dad definitely wasn’t happy. been terrible for them—especially going through the tunnels. We made canoes from corrugated iron sheeting and hauled them up the river then paddled down. The fell engines were really unique. The Rimutaka Incline was the only place where their operation was We tickled trout in the river. commercially successful. They did operate in two We played tennis on the tennis court. other places in the world for a short time but not with Sometimes we helped empty the coal from the the success of the ones at Cross Creek. trains. We earned a bit of money for this but there How did your life as a boy at Cross Creek were no shops to spend it. There was a shop at compare with the life of a ten year old today? It’s a totally different world today!
Cross Creek, date unknown, possibly 1940s.
50 Park user groups
Department of Conservation Walkers, mountain bikers, hunters
P.O. Box 5086, Wellington. DOC and Greater Wellington Regional Council have Responsible for the management of the Rimutaka information on walks. Forest Park. www.doc.govt.nz www.doc.govt.nz www.gw.govt.nz
Rimutaka Forest Park Trust Taraura Tramping Club
www.rimutakatrust.org.nz Provides club trips. [email protected] www.ttc.org.nz
Fell Locomotive Museum Inc. Mountain-bike clubs
P.O. Box 71, Featherston 5740. Hold events in the area. www.mountainbike.co.nz Manages the Fell Museum in Featherston and conducts research into the history of the Rimutaka Incline.
Rimutaka Incline Railway Heritage Trust
Wants to restore the railway as a tourist attraction. www.rimutaka-incline-railway
Published by Department of Conservation, Wellington Hawke’s Bay Conservancy, P.O. Box 5086, Wellington. December 2009.
51 Environmental Care Code
10 POINT CHECKLIST
Protect plants and animals Camp carefully Treat New Zealand’s forests and birds with care and When camping, leave no trace of your visit. respect. They are unique and often rare. Keep to the track Remove rubbish By keeping to the track, where one exists, you Litter is unattractive, harmful to wildlife and can lessen the chance of damaging fragile plants. increase vermin and disease. Plan your visits to reduce rubbish, and carry out what you carry in. Consider others Bury toilet waste People visit the back country and rural areas for many reasons. Be considerate of other visitors who In areas without toilet facilities, bury your toilet waste also have a right to enjoy the natural environment. in a shallow hole well away from waterways, tracks, campsites, and huts. Respect our cultural heritage Keep streams and lakes clean Many places in New Zealand have a spiritual and historical significance. Treat these places with When cleaning and washing, take the water and consideration and respect. wash well away from the water source. Because soaps and detergents are harmful to water-life, drain Enjoy your visit used water into the soil to allow it to be filtered. If you Enjoy your outdoor experience. Take a last look suspect the water may be contaminated, either boil before leaving an area; will the next visitor know that it for at least 3 minutes, or filter it, or chemically treat you have been there? it. Protect the environment for your own sake, for Take care with fires the sake of those who come after you, and for the environment itself. Portable fuel stoves are less harmful to the environment and are more efficient than fires. If Toitu te whenua you do use a fire, keep it small, use only dead wood (Leave the land undisturbed) and make sure it is out by dousing it with water and checking the ashes before leaving.
Check www.doc.govt.nz > Parks & recreation > Plan & prepare > Minimising your impact
Published by Department of Conservation, Wellington Hawke’s Bay Conservancy, P.O. Box 5086, Wellington. December 2009.
52 Water Care Code
10 POINT CHECKLIST
Find out first Be careful with chemicals Find out and follow the regulations governing Use chemicals sparingly, and refuel with care. recreational use of waterways and access. They are Dispose of cooking and washing water well away designed to minimise conflict between users and from the source. protect everyone’s health and safety. Respect our cultural heritage Stay on established tracks and use Many New Zealand waterways have special cultural, existing facilities spiritual or historical values. Treat these places with By using existing facilities, where these are consideration and respect. provided, you run less chance of disturbing wildlife Take only the food you need and damaging riverbanks and foreshores. When taking food from the sea or freshwater don’t Take care of your gear overdo it. Sustain life in our waterways by taking only Careless use of equipment can harm wildlife and what you need and no more than the legal limit. other users. Consider plants and animals Remove rubbish Remember we are only visitors to water Litter is unattractive, harmful to wildlife and pollutes environments. Other animal and plant species live water. Plan your visit to reduce rubbish, and carry there all the time. out what you carry in. Consider other people Dispose of toilet waste properly Respect other visitors ... everyone has the right to Improper disposal of toilet waste can contaminate enjoy the environment in safety. water, damage the environment, and is culturally offensive. Use disposal facilities where provided or bury waste in a shallow hole at least 50 metres away from waterways.
Check www.doc.govt.nz > Parks & recreation > Plan & prepare > Minimising your impact
Published by Department of Conservation, Wellington Hawke’s Bay Conservancy, P.O. Box 5086, Wellington. December 2009.
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