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Waihola Waipori Wetlands Waihola Waipori Wetlands An environmental education resource kit for use in the Sinclair Wetlands (Te Nohoaka o Tukiauau) 1 2 CONTENTS Using this resource 4 Te Nohoaka a Tukiauau (Sinclai wetlands): Site Information 9 Site Activities 13 Activity 1: Sound Log 16 Activity 2: In the Supermarket 18 Activity 3: Navigation and oral maps 19 Activity 4: How wetlands work 20 Activity 5: Nature awareness treasure hunt 21 Activity 6: Bird counts 22 Activity 7: Global threats, local environments 23 Activity 8: Selecting a site 24 Related Resources (including websites) 25 Resource Evaluation Form 27 3 USING THIS RESOURCE This resource kit is part of a Department of Conservation and Käi Tahu ki Araiteuru initiative to encourage teachers to plan exciting, educational experiences on key conservation sites in coastal Otago. Wetlands are one of New Zealand’s rarest ecosystems, with less than 10% of the country’s natural, unmodified wetlands remaining today. The Waihola-Waipori wetlands are regarded as the best example of this type of habitat on the Otago coast. The area is nationally and internationally recognised as a precious refuge for many threatened and endangered species of plant, fish and bird. The names Waihola and Waipori are probably derived from the early Mäori occupants, the Waitaha people. ‘Wai’ means water and ‘hola’ is the Waitaha form of ‘hora’, meaning ‘flat’, ‘spread out’ or ‘widespread’. Waipori may be a misrecording of ‘Waipouri’, the name used in many older manuscripts to refer to the dark, tannin- stained water draining the heavily wooded Waipori catchment. This kit focuses on the Sinclair Wetlands, a privately owned property within the wider Waihola-Waipori wetlands. The Crown returned this property to Te Rünanga o Käi Tahu ownership in 1998 as part of the Käi Tahu Claims Settlement Act. The first half of this document provides general information on the history of the area – its importance as a source of traditional foods and fibres for southern Mäori In the southern Kai Tahu dialect, and drainage for agriculture by European settlers in the early 1800s – its restoration ‘ng’ is often replaced by ‘k’. as a natural habitat for wildlife since 1960 and its ecological values today. CURRICULUM LINKS The second part of the resource kit offers a selection of pre-visit, on-site and follow- up activities to provide students with a range of experiences in, about, and for the environment. These suggestions can be adapted to any age/level and provide learning experiences that: • Encourage safe and informed use of conservation sites; • Cover the seven essential learning areas of the New Zealand curriculum using the relevant achievement objectives listed in the Guidelines for Environmental Education in New Zealand Schools ((1999, Ministry of Education); • Include a Mäori cultural perspective with particular reference to technology; • Value the Sinclair Wetlands as part of Otago’s environmental heritage. The Guidelines for Environmental Education in New Zealand Schools promote education for the environment. People are encouraged to think about their attitudes, values and life-style choices against the impact on the environment. An understanding of the construction and use of Mäori technology provides valuable insights into the physical properties, adaptations and behaviour of plants and animals in this environment. It also highlights the interconnectedness of this habitat with other sites in the Otago region. When planning post-visit activities, students are encouraged to use an action- oriented approach that promotes informed action to address environmental issues raised during the visit. See Appendix 5, Guidelines for Environmental Education in New Zealand Schools. Some suggestions are given in the post-visit section but an action-oriented approach is most effective when students take responsibility for their own planning and carrying out their activities in partnership with others. 4 OUTDOOR SAFETY When planning a visit to the wetlands, make sure school policy and the correct procedures are followed. For example, you will need to do a risk analysis management plan for your visit. Points to remember: • Brief students on outdoor safety before the visit and remind them again on arrival to take care. • Groups must remain on marked tracks and should stay together at all times. • Tracks are bordered by deep, drainage ditches so it is potentially dangerous for anyone to wander off on their own. Much of the wetlands are inaccessible on foot. • Parents and helpers should be well briefed on their responsibilities - mainly to know exactly where their charges are at all times. • The study sites are all on open land close to the main tracks so the possibility of getting lost is minimal. For further in-depth information on outdoor safety refer to: • Education Outside The Classroom: Guidelines For Good Practice (Ministry of Education, 1995) • Managing Risks in Outdoor Activities (Mountain Safety Manual 27, 1993) • Outdoor Safety Management Systems (EONZ, 1998) • Outdoor Pursuits Guidelines For Educators (Hillary Commission, 1996) • Water Safety Across the Curriculum (Water Safety New Zealand, 2000) School groups should be aware the wetlands were occupied or visited by Maori for many centuries and may have urupä (burial grounds) and other wähi tapu (sacred) sites that were restricted areas to the täkata whenua (local people). Groups should respect cultural protocols by observing tikanga (customs) where possible, for example, not taking food on to such sites. Before your site visits you may like to check the environmental care code on DoC’s web site (http://www.doc.govt.nz/Explore/NZ-Environmental-Care-Code.asp). Below is a summary of the main points: ENVIRONMENTAL CARE CODE CHECKLIST • Protect plants and animals • Remove rubbish • Bury toilet waste • Keep streams and lakes clean • Take care with fires • Camp carefully • Keep to the track • Consider others • Respect our cultural heritage • Enjoy your visit Protect the environment for your own sake, for the sake of those who come after you, and for the environment itself. 5 HISTORY The wetlands were once much larger in area than they are today. The whole Taieri Plain south of Mosgiel was virtually one large, forested swamp that supported an abundance of vegetation and wildlife. Lakes and ponds were much deeper than the present day with gravel beds that have since been overlaid by silt and mud. The area was a major mahika kai (food gathering) resource for successive waves of Waitaha, Käti Mamoe and Kai Tahu occupation of the Araiteuru (Otago) coast for hundreds of years before the arrival of Europeans (See “Mahika kai” section for details). European settlers arrived in the mid-1800s and began draining the Taieri Plain for agriculture. Three shallow lakes – Lakes Tatawai, Potaka and Marama Te Taha (Loch Ascog) – have disappeared, waterways have been filled in and a network of ditches was dug to drain the swampy, fertile soils for grazing and cropping through until the present day. Stopbanks were built to contain the tidal Taieri and Waipori Rivers within their banks and to protect newly drained farmland from flooding. By the late 1800s much of the better agricultural land had been drained for food production. Today an estimated 70% of the original wetland has been drained for productive farmland, primarily for dairying and cropping. This progressive loss of habitat has put many native wildlife species under threat. MAHIKA KAI (FOOD GATHERING) The whole lower Taieri wetlands were like a huge “supermarket” for southern Maori living in coastal Otago. The area supported a number of permanent settlements. There were three pä or kaika (villages) near Henley – Omoua, Maitapapa, and Takaaihiau - and another, Paritaniwha Pä, near Momona. Whakaraupuka Pä (now known as Ram Island in the centre of the Sinclair wetlands) was once the temporary refuge of a famous Käti Mamoe chief Tukiauau, on his retreat south ahead of his Kai Tahu foe advancing from their northern strongholds of Kaiköura and Kaiapoi. A network of waterways and lakes connected the Taieri and Waipori River systems, providing easy access by waka (canoe) or mokihi (raft). The coast was only a couple of hours away through the lower Taieri Gorge at Moturata (Taieri Mouth), which linked inhabitants with established trade routes up and down the coast. Hapü (sub-tribe) from Otakou, Purakaunui and Puketeraki (near Karitane) regularly visited the wetlands by this route on seasonal food-gathering expeditions. Parties camped on the fringes of the swamp in nohoaka (temporary campsites) to fish, hunt waterfowl and harvest plants for food, weaving and clothing. The wetlands produced an abundance of tuna (eel), inaka (whitebait), patiki (flounder) and many other native species of fish. Waterfowl were plentiful and young ducks in particular were harvested and preserved in seasonal drives during the moult. The swamp margins provided a valuable and plentiful source of harakeke (flax), ti kouka (cabbage tree) and raupo (bulrush) for food and industrial fibres with a multitude of uses. 6 Tuna (eels) were a major food source. In summer, they were harvested in great numbers at inland camps, sun and wind dried on racks and then carefully stored for the leaner winter months when fresh food was scarce. They were plentiful during all but the cold winter months, nutritious and easily caught by any number of methods. Maori used simple techniques like bobbing (threading worms on to flax strings which caught in the teeth of eels) and spearing to elaborate channels (awa) and traps (hinaki) to harvest huge numbers of eels on their annual migrations (heke) to and from the sea. Elaborate nets and traps were also used to harvest inaka, which were sun dried on gravel beaches and stored for later use. Many species of estuarine fish, including native trout, were regularly caught during the summer months. WHAT’S SPECIAL ABOUT WETLANDS? Wetlands are like a giant sponge. They absorb floodwaters during high river flows and gradually release that water as river levels recede.
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