A day at Lake Rotoiti A teacher’s resource kit for discovering the Rotoiti Nature Recovery Project Acknowledgements Written by Lindy Peters and Brenda Carling, DOC St Arnaud Edited and formatted by Kimberley Parlane, DOC St Arnaud
Thanks to Dave Butler and Frances Woodhead of DOC Nelson, and Lake Rotoiti School and Nelson Central School for field testing the draft version and providing valuable comments and advice.
St Arnaud Area Office View Road, St Arnaud, New Zealand Telephone (03) 521 1806, Fax (03) 521 1896, Email: [email protected]
2 CCoonntteennttss 5. Introduction 6. What is the Rotoiti Nature Recovery Project? 6. Project aims 7. The walks 8. Worksheets 11. 40 minute programme 16. 1.5 hour programme 29. Planning your trip 29. Before you leave 30. Getting there/A day at Rotoiti/Time/Safety/What to bring 32. Adult helper information sheet 33. Pre and Post visit activities 34. The Environmental Care Code Crossword 35. Food Chain Game 39. Habitat Match 45. Mother Bird 46. Scavenger Hunt 47. Revive Rotoiti Word Find 48. A legend from Nelson Lakes – how Rakaihautu created Rotoiti and Rotoroa 50. Curriculum Connections 52. Resources Photocopy Masters
3 4 IInnttrroodduuccttiioonn “If New Zealand is to have a sustainable future, increased understanding of the environment and environmental decisions is essential”. (Guidelines for Environmental Education in New Zealand: p.5)
Welcome to ‘A Day at Lake Rotoiti’
This resource kit contains everything you need to plan a rewarding one-day visit to the Rotoiti Nature Recovery Project. Pre- and post-visit activities along with the field trip, form a cross- curricular environmental education study kit.
The key parts of the kit are worksheets at two levels: 8-10 years and 11-12 years. These worksheets use the interpretation panels and student observations along two walks in the Rotoiti Nature Recovery Area. The panels describe what is happening in the project area, the beech forest ecosystem and how it is threatened, and how those threats are managed.
The kit also contains trip-planning notes for teachers, a fact sheet for parent helpers and curriculum links.
A field trip to the Rotoiti Nature Recovery Project offers: x first-hand experience of conservation work in a native forest; x easily accessible tracks with interpretation; x an opportunity for a day trip close to Nelson and Blenheim; x an environmental education unit with cross-curriculum connections; x help and advise from Department of Conservation staff at Rotoiti and x self guided programmes for two ages of either 40 or 90 minutes duration.
We look forward to meeting you at Lake Rotoiti
“In the end: we will conserve only what we love, we will love only what we understand, we will understand only what we are taught”. Baba Dioum, Sengalese Conservationist
5 WWhhaatt iiss tthhee RRoottooiittii NNaattuurree RReeccoovveerryy PPrroojjeecctt??
The 825 hectare “core area” of the Rotoiti Nature Recovery Project
The core of the Rotoiti Nature Recovery Project takes in 825 hectares of honeydew beech forest adjacent to Lake Rotoiti. Established in 1997 it is one of six mainland islands managed by the Department of Conservation. In 2001 the project area was expanded and now over 5000 hectares of forest have pest control – south to Lakehead and north through the village of St Arnaud to the lower slopes of Big Bush. One of the key objectives of the Rotoiti Nature Recovery Project is to reintroduce native species which have been lost from the area due to predation by introduced pest species. In May 2004, due to the RNRP team’s success in controlling stoat numbers, nine great spotted kiwi were able to be safely reintroduced into the project area from Gouland Downs in Kahurangi National Park. This was the first time great spotted kiwi had been translocated in the wild. As the reintroduction was a success, a further seven great spotted kiwi were reintroduced in May 2006.
Project Objectives x To bring about recovery of the honeydew beech forest ecosystem in the area by reducing the numbers of introduced pests such as stoats, possums, rats and wasps. x To bring back some of the species that used to live here such as kiwi, tieke (saddleback) and mohua (yellowhead). x To encourage people to enjoy the area and learn what can be achieved if we control pests.
6 What is a “Mainland Island”? New Zealand has an international reputation for its restoration work on offshore islands. Many of our most endangered species, such as the black robin, kakapo, tuatara and saddleback, now only survive because of the predator-free sanctuaries that islands like these provide. These successes are now being extended onto the mainland through the creation of ‘mainland islands’. In time, we hope to bring some endangered species back from the offshore islands and return them to their original mainland home. Self Guided Walks The interpretation panels, on which the worksheets have been based, are along the Bellbird and Honeydew Walks. The panels explain which pests are being targeted (such as possums, stoats and wasps) and provide information on native species that should benefit from the project (such as kaka, robins and mistletoe). The Bellbird Walk goes a short distance into the Rotoiti Nature Recovery Project area and takes about 15 minutes along a wheel chair standard pathway. The deciduous New Zealand fuchsia, which is rare in much of the forest due to browsing by possums, may be seen in several places along this walk. Mistletoes are also found along the track. This sheltered corner of the lake attracts nectar-feeding birds such as tui and bellbirds to the large red beech trees that dominate this area. The Honeydew Walk goes further into the project area along a high standard walkway. It takes about 45 minutes to complete, including time to read the interpretation panels along the way. Black sooty mould fungus coats the trunks and branches of most of the red and black beech trees. It thrives on the sticky “honeydew” produced by the scale insect that buries itself within the bark of the tree. This insect feeds on the sugar and protein rich sap of the tree, and excretes surplus sugar out through a long, white, hair-like anal tube. Many animals, such as nectar feeding birds, insects and lizards rely heavily on collecting these nutritious honeydew droplets for food.
To Loop Track and St Arnaud Range Track r Controlling Invading Wasps Location of qNative Birds interpretation panels & Animals interpretation panels
Honeydew Walk The location of the information sOur Vision for the Future panels on the Bellbird and Honeydew walks are shown. pCycles of Predation Each panel is numbered. The title of the panel is found running vertically on the left
P oBrowsing Invaders A Kerr Bay Bellbird Walk N Lake Rotoiti E nHoneydew beech Forest L N A -Introductory Panels M Car E park Jetty 7 TThhee WWoorrkksshheeeettss
All the answers to the worksheets, (apart from the kiwi questions) are found on the interpretation panels. Once worksheets are completed the students will have a good understanding of the beech forest ecosystem, and adaptations and interactions of plants and animals found here.
Each student needs two worksheets. One coloured worksheet for the walk, and one general worksheet and checklist. The checklist can be done at the end of the day as a class if time is short.
All students look at the first introductory panels at the start of the Bellbird Walk. This can be done as an introduction/focus activity for the class. Worksheets then focus on two panels on the walks.
The coloured worksheets are divided into two age groups. Each sheet has a code in the top right hand corner. The sheet code will tell you what length walk, panels to look at, and ages of students. Eg:
1& 2 – Students use panels Short - Short 1&2 08/10 Bellbird Walk *Name of Panel* 08/10 – for ages 8-10, or ability
The 8-10 year worksheets also have asterixes on either side of the name for quick reference.
8 GENERAL WORKSHEET
Map of Rotoiti Nature Recovery Project Today’s Weather
To Loop Track and St Arnaud Range Track Date: ______Temp: _____°C
r Controlling Invading Wasps Precipitation (what kind of water is falling from qNative Birds the sky – circle one) & Animals NONE DRIZZLE RAIN Honeydew Walk SNOW OTHER ______sOur Vision for the Future
pCycles Wind Strength (circle one) of Predation NONE LIGHT GUSTY
BLOWS YOUR HAT OFF
oBrowsing Invaders Cloud Cover: what fraction of the sky Bellbird Walk Kerr Bay Lake Rotoiti is covered by cloud? ______Draw the cloud nHoneydew beech Forest
-Introductory Panels Car park Jetty
SUMMARY QUESTIONS
Name three introduced pests in the area, and the native species they eat.
1. ______
2.______
3.______
How is the Department of Conservation protecting native species at Rotoiti?
Why is it important to protect New Zealand’s native species? ______
What do you think this area will be like ten years from today? ______
______
9 EXPERIENCE CHECKLIST (tick the circles if you agree)
Today Was - P . P / P Why? ______
P I walked in native bush P I tasted honeydew P I identified a beech leaf. Mine was a ______Beech. P I heard some forest birds. One was a ______P I saw black sooty fungus on trees P I saw a wasp. If I didn’t it was because ______P I saw a native bird. It was a ______P I walked the Bellbird Walk P I walked the Honeydew Walk P I know one introduced pest at Rotoiti. It is ______P I read at least two interpretation panels P I saw an insect P I saw a bait station. It was for ______P I saw a stoat trap P I saw some cool ______P I had never seen a ______before.
The best thing about today was. ______
______
10 TThhee 4400 mmiinnuuttee pprrooggrraammmmee TThhee BBeellllbbiirrdd WWaallkk
Worksheet Colour: Green
This short progamme uses three panels on the bellbird walk. It works better with a small class, or half a class.
Each student needs: x a green worksheet with Honeydew Beech Forest - Panel 1 on one side, and Browsing Invaders – Panel 2 on the other side x a white worksheet with General Worksheet on one side and Experience Checklist on the other.
1. Start with the focus activity “Mother Bird” to reinforce groups, and group names.
2. The Scavenger Hunt can be done now also. This helps “tune” the students to observing.
3. Start each group on a different panel. If the class is large, two groups can work together on each panel.
4. The introductionary panel at the entrance to the area has answers to many questions too. Groups will need to look at all the panels in turn.
5. Establish the time for finishing and meeting back at the carpark. Now is a good time for students to do their General Worksheet and the Experience Checklist. These can also be left until back at school if pressed for time. Information for the weather section can be obtained at the Visitor Centre.
11 Short 1&2 08/10 *HONEYDEW BEECH FORESTS* panel 1
3 ( Hint-Answers to these questions are written on the panel )
What makes honeydew? ______
What eats honeydew?______
Touch the black stuff on the tree. What is it? ______
What does honeydew give to the kaka? ______
Pick a leaf off the ground. Hold it up to the key on the panel. Which type of beech tree is it?
If you look up the lake you are looking towards the Travers Valley and Mt Kehu. Kehu was the Maori guide that helped explorers like Brunner through these regions.
Taste some honeydew from a beech tree near this panel.
N.B. When you do, make sure that you In the space above, trace or gently remove a drop from the end of make a rubbing of your the hair so that you don’t damage it. leaf. 12 Short 1&2 08/10 *BROWSING INVADERS * panel 2
3 ( Hint-Answers to these questions are written on the panel )
Name two kinds of browser found in this area:
1. ______2. ______
What plants do possums most like to eat? ______
What animals do possums sometimes eat? ______
How are possums controlled here? ______
How do we know when the forest is recovering? (look at the cartoon) ______
______
Listen carefully to Introduced predators the sounds around you. Write like stoats are not browsers down the sounds that you hear. but are a huge threat to native birds. They kill kiwi chicks and prey on nesting kaka and their eggs and chicks.
From this panel walk 20 steps away from the car park. On your right is a wooden tunnel. Inside is a trap designed to instantly kill Keep your eyes open for mistletoe. stoats. Do not touch the trap – it Look on the tree trunks along the breaks bones. By looking at track. Tick the box if you see it can you figure out how it some. works? 13 Short 1&2 11/12
HONEYDEW BEECH FORESTS panel 1
3 ( Hint-Answers to these questions are written on the panel )
What makes honeydew? ______
What eats honeydew? Give three examples. 1.______
2. ______3. ______
What is the black stuff on the tree? ______
What uses this stuff? ______Touch some of the black stuff on the tree. It is surprisingly clean. What else do you notice about it?______
Pick a leaf off the ground. Hold it up to the key on the panel. Which type of beech tree is it?
If you look up the lake you are looking towards the Travers Valley and Mt Kehu. Kehu was the Maori guide that helped explorers like Brunner through these regions.
Taste some honeydew from a beech tree near this panel. In the space above, trace N.B. When you do, make sure that you or make a rubbing of your gently remove a drop from the end of leaf. the hair so that you don’t damage it. 14 Short 1&2 11/12 BROWSING INVADERS Panel 2
3( Hint – Answers to the questions are written on the panel. ) Name one browser and the damage that it causes. ______
______
Look for a broadleaf (hint: look at the pictures on the panel) Has it been deer-browsed? ______
What is poison used to control? ______
What other methods of control are used? ______
What plant is measured to monitor possum damage? ______
How do we know the forest is recovering? (look at the cartoon)
______
Listen carefully to the sounds around you. Write Introduced predators like down the sounds that you hear. stoats are not browsers but are a huge threat to native birds. They kill kiwi chicks and prey on nesting kaka and their eggs and chicks.
From this panel walk 20 steps away from the car park. On your right is a wooden tunnel. Inside is a trap designed to instantly kill stoats. Do Keep your eyes open for mistletoe. not touch the trap – it breaks Look on the tree trunks along the bones. By looking at it can you track. Tick the box if you see figure out how it some. works? 15 TThhee 11..55 hhoouurr pprrooggrraammmmee TThhee HHoonneeyyddeeww WWaallkk
This programme uses all seven information panels in the Rotoiti Nature Recovery Area. It is possible to have a larger class on the track with this programme. Each group focuses on only three panels, but walks the whole walk and can see all the panels on the way.
Each student needs: x A white worksheet General Worksheet on one side and Experience Checklist on the other. x One of the coloured worksheets: Blue has Browsing Invaders – Panel 2 and Native Birds and Animals – Panel 4 Pink has Honeydew Beech Forest – Panel 1 and Our Vision for the Future – Panel 6 Yellow has Cycles of Predation – Panel 3 and Controlling Invading Wasps – Panel 5
1. Start with the focus activity “Mother Bird” to reinforce groups, and group names.
2. The Scavenger Hunt can be done now also. This helps “tune” the students to observing.
3. If two groups are using the same worksheet, get each to start on a different side, and travel in opposite directions. Let parent helpers know if they are to be moving clockwise or anti-clockwise.
4. The introductionary panel at the entrance to the area has answers to many questions too. Groups will need to look at all the panels in turn.
Establish the time for finishing and meeting back at the carpark. Now is a good time for students to do their General Worksheet and the Eperience Checklist. These can also be left until back at school if pressed for time. Information for the weather section can be obtained at the Visitor Centre.
16 Long 2&4 8/10 *BROWSING INVADERS* Panel 2
3( Hint – Answers to the questions are written on the panel. ) Name two kinds of browsers in this area.
1. ______2. ______
What plants do possums most like to eat? ______
What animals do possums sometimes eat? ______
How are possums controlled here? ______
How do we know when the forest is recovering? (look at the cartoon)
______
Pick up a beech leaf from the ground. Compare it to the ones shown here. Which kind of beech leaf is it? Introduced predators like ______stoats are not browsers but are a huge threat to native birds. They kill kiwi chicks and prey on nesting kaka and their eggs and chicks.
From this panel, walk 20 paces away from the car park. On your right is a wooden tunnel. Inside is a trap designed to instantly kill stoats. Do not touch the trap. It breaks bones. By looking at it can
you figure out how it works? 17 Long 2&4 08/10 *NATIVE BIRDS AND ANIMALS* Panel 4
3( Hint – Answers to the questions are written on the panel. ) What do all animals require to survive?
1.______2.______3.______4.______
A habitat is a ______
Starting from the sun, draw arrows to show how the sun’s energy goes through a food chain.
Taste some honeydew from a beech tree near this panel. Take a deep breath. Sometimes you can smell the sweetness of the honeydew. Bellbirds are often active in this area. Listen carefully. Can you N.B. When you taste the see one that is singing or moving? honeydew, make sure that you gently remove a drop from the What colour is it? end of the hair so that you don’t damage it. 18 Long 2&4 11/12 BROWSING INVADERS Panel 2
3( Hint – Answers to the questions are written on the panel. ) Name one browser and the damage that it causes. ______
______
Look for a broadleaf (hint: look at the pictures on the panel) Has it been deer-browsed? ______
What is poison used to control? ______
What other methods of control are used? ______
What plant is measured to monitor possum damage? ______
How do we know the forest is recovering? (look at the cartoon)
______
Pick up a beech leaf from the ground. Compare it to the ones Introduced predators like shown here. Which kind of beech stoats are not browsers but are a leaf is it?______huge threat to native birds. They kill kiwi chicks and prey on nesting kaka and their eggs and chicks.
From this panel, walk 20 paces Keep your eyes open away from the car park. On your for mistletoe. right is a wooden tunnel with a Look up tree trap inside designed to instantly trunks along the kill stoats. Do not touch the track. Tick here trap. It breaks bones. if you see some. By looking at it can you figure out how it works? 19 Long 2&4 11/12 NATIVE BIRDS AND ANIMALS Panel 4
3( Hint – Answers to the questions are written on the panel. ) What do all animals require to survive? Korimako/Bellbird
1.______2.______3.______4.______
What is a bellbird – a herbivore, omnivore, or carnivore? (Circle one)
A habitat is a ______
Where is a bellbird’s habitat?______
Write down a food chain choosing creatures from the panel and filling in the blanks.
______herbivore insectivore carnivore
Taste some honeydew from a beech tree near this panel.
N.B. When you taste the honeydew, make sure that you Take a deep breath. Sometimes you can smell the sweetness of the honeydew.
Bellbirds are often active in this gently remove a area. Listen carefully. Can you drop from the see one that is singing or moving? end of the hair What colour is it? so that you don’t damage it. 20 Long 1&6 08/10 *HONEYDEW BEECH FORESTS* panel 1
3 ( Hint-Answers to these questions are written on the panel )
What makes honeydew? ______
What eats honeydew?______
Touch the black stuff on the tree. What is it? ______
What does honeydew give to the kaka? ______
Pick a leaf off the ground. Hold it up to the key on the panel. Which type of beech tree is it?
______
Taste some honeydew from a beech tree near this panel.
N.B. When you do, make sure that you gently remove a drop from the end of the hair so that you don’t In the space above, trace or damage it. make a rubbing of your leaf.
21 Long 1&6 08/10 *OUR VISION FOR THE FUTURE* panel 6
3 ( Hint-Some of the answers to these questions are written on the panel ) Pests from outside New Zealand like stoats, cats, deer, rats, and possums have killed off some of our native animals and plants. The picture on the panel shows what this forest could be like one day. The Department of Conservation is working very hard to control the numbers of introduced pests so that the native species can survive.
What is you favourite native creature from the panel?______
What is its Maori name?______
Why is it your favourite?______
Kiwis have been reintroduced to this area now that it is safe. What has made it safe?
______
Sit quietly in your own space The tree to the right on the track. Listen very of the sign is covered by the carefully to all the sounds around entrance tunnels of the pinhole beetle. you. Write or draw three sounds that you hear below. Another creature uses the tunnels sometimes. Look carefully for a clue to help you guess what kind of creature this could be. Write down your guess and the reason for it.
______
Imagine what it would be ______like to live in this forest. 22 Long 1&6 11/12 HONEYDEW BEECH FORESTS Panel 1
3 ( Hint-Answers to these questions are written on the panel )
What makes honeydew? ______
What eats honeydew? Give 3 examples 1.______
2.______3. ______
What is the black stuff on the tree?______
What uses this stuff? ______
Touch some of the black stuff. It is surprisingly clean. Describe what else you notice about it.
______
Pick a leaf off the ground. Hold it up to the key on the panel. Which type of beech tree is it?
If you look up the lake ______you are looking towards the Travers Valley and Mt Kehu. Kehu was the Maori guide that helped explorers like Brunner through these regions.
Taste some honeydew from a beech tree near this panel. N.B. When you do, make sure that you gently remove a drop from the end of the hair so that you In the space above, trace or don’t damage it. make a rubbing of your leaf. 23 Long 1&6 11/12 OUR VISION FOR THE FUTURE Panel 6
3 (hint – some of the answers to the questions are written on the panel) Pests from outside New Zealand like stoats, cats, deer, rats, and possums have killed off some of our native animals and plants. The picture on the panel shows what this forest could be like one day. The Department of Conservation is working very hard to control the numbers of introduced pests so that the native species can survive.
Name one bird that the Department of Conservation has reintroduced to Rotoiti.
1. ______
What do you think has made it safe for this bird to be reintroduced?
Name two other birds that the Department of Conservation hopes to reintroduce to Rotoiti.
1. ______2. ______
The tree to the right Sit quietly in you own of the sign is covered by the entrance space on the track. Listen tunnels of the pinhole beetle. The beetle carefully to all the sounds does not eat the wood, but lives on fungi that grows in its tunnels. around you. Write or draw below the sounds that you hear. Another creature uses the tunnels sometimes. Look carefully for a clue to help you guess what kind of creature this could be. Write down your guess and the reason for it.
______
______Imagine what it would be like to live in this forest. 24 Long 3&5 08/10 *CYCLES OF PREDATION* Panel3
3( Hint: Answers to the questions are written on the panel)
Name the kaka’s most feared enemy. ______
Where do kaka make their nests?______
What is the man in the picture doing?______
When can a kaka take a breather?
______
Sit down on the track and quietly listen to all the sounds around you for one minute. Now write them down or draw them here:
Pick up a beech leaf from the ground. Compare it to the ones shown here. Which kind of beech leaf is it?
______
25 Long 3&5 08/10 *CONTROLLING INVADING WASPS* Panel 5
3 (Hint: answers to the questions are written on the panel)
What two kinds of food do wasps eat? ______
Which native animals would like to eat this food if the wasps were not here?
______
How does the Department of Conservation kill the wasps?
______
Look at the wasp nest pictures. Where are wasp nests found?
Taste some honeydew Sit down in a quiet space, from a beech tree near this breathe in deeply smelling all the panel. scents in the forest today.
N.B. When you taste Do any of the smells remind you the honeydew, of another time, place, or make sure that experience? you gently remove a drop from the end of the hair so that you don’t damage it. Animals have a more highly developed sense of smell than us. They will be able to smell us right now. 26 Long 3&5 11/12 CYCLES OF PREDATION Panel 3
3( Hint: Answers to the questions are written on the panel)
In this forest there is an important food web that starts with the flowering of the beech trees. Draw arrows pointing to what is eaten. (e.g. cat £ mouse)
beech seeds mice
kaka stoats
What is the man in the picture doing? ______
Why does the recovery team need to reduce the numbers of predators?
______
Pick up a beech leaf from the ground. Compare it to the ones shown here. Which kind of beech leaf is it?
______
If you look across the lake beyond the panel you will see Mount Robert. Sketch its shape and shade up to the bushline. 27 Long 3&5 11/12 CONTROLLING INVADING WASPS Panel 5
3 (Hint – answers to the questions are written on the panel)
What two kinds of food do wasps eat? 1.______2.______
What native animals would eat these foods if the wasps weren’t here?
1. ______2. ______
What do wasp nests look like? ______
Where are they found? ______
What is the tent-like object in the picture? ______
What is it used for:______
What colour are the poisoned bait stations?______
What time of year are wasps most active? ______
Sit quietly with your eyes closed in your own space for at least 1 minute. Record the sounds you hear. Taste some honeydew from a beech tree near this panel.
N.B. when you Repeat the above exercise, but this taste the honeydew, time record what you can smell. make sure that you Animals nearby can hear and smell gently remove a us right now. drop from the end of the hair so that you don’t damage it. 28 PPllaannnniinngg YYoouurr TTrriipp
Before you leave Department of Conservation Staff If you would like a DOC staff member to talk to your group about the Rotoiti Nature Recovery Project on the day of your visit, please give at least two weeks notice. Pre visit activities Do the pre visit activities over a few days before you leave, so the children have background information on the area and its ecosystem. The Environmental Care Code Crossword will give students an understanding of appropriate behaviour in the National Park. The food chain game will introduce some important ecological concepts. The habitat match will introduce some of the plants and animals living here. Groups The children need to be put into groups of 5-6, with their adult helper. Each group, with a parent/adult helper should be given a name. Names of native birds found in the area are good. Eg: Kaka Kea Kiwi Korimako - Bellbird Weka Piwakawaka - Fantail Pipipi - Brown Creeper Tauhou – Silver eye Use the activity “Mother Bird” to help the class remember their group. This is also recommended before the walks, especially after a long bus trip! Ideally there should be no more than 20 students on the Bellbird walk at one time, or 40 on the Honeydew walk. If you have a large class, or are taking two classes, it is recommended that the class is split in two, and one group does the walks while the other does some other activity. Kerr Bay has a large grassy area for sports and games, swimming in summer and kayaks can be hired locally. The Visitor Centre has diplays about the National Park and an interesting audio- visual about the Buller River.
Worksheets The worksheets are in two levels. Teachers need to decide which is appropriate for their students. The ages are coded (see the Worksheets section).
Parent/adult helpers Helpers should read the Adult Helpers’ Information Sheet before they leave. Helpers will need to: keep their group together assist in reading and finding information keep children on task, on the track and safe
29 Getting there
St Arnaud is approximately 1.5 hours from both Nelson and Blenheim, 2 hours from Westport and 5 hours from Christchurch. Turn off the main road onto Lake Road (left if coming from Nelson/Blenheim, right if coming from Murchison). Drive down Lake Road towards Lake Rotoiti. The Visitor Centre is on View Road, the first right. The walks start at the car park in Kerr Bay at Lake Rotoiti. There are toilets there, and a day shelter where cooking facilities are provided. The DoC Visitor Centre is in View Road, a few minutes easy walk from Kerr Bay.
A Day at Lake Rotoiti x When you arrive at the Kerr Bay carpark, give the students a chance to look around and for everyone to find the toilets etc. x Remind the children of the ground rules, and what will be happening over the day. You might want to have morning tea now. x Remind everyone that living animals and plants should be left undisturbed. This is the home of New Zealand’s birds and plants – treat it with care and respect x If you are dividing the class into two groups, do this now x Play Mother Bird x Do the Scavenger Hunt x Set the return time x Groups can now head off to do the worksheets (or another activity if class is divided in two) x After returning, have lunch Now either swap groups if divided in two, or have time for exploration/Visitor Centre/games
Time
This kit has two different programmes: the 40 minute programme, which uses the Bellbird Walk (3 info panels). the 1.5 hour programme, which uses the Bellbird and Honeydew Walks (7 info panels).
These times do not include the focus activity “Mother Bird” or the scavenger hunt activity.
Remember – Safety information Weather – Be prepared with warm and waterproof clothing. Kerr Bay is 620 metres (or 2046 feet) above sea level – it can be much colder than the coast. Make sure that your helpers keep their groups together and on the tracks. Wasps – Wasps can be a nuisance, particularly from January until April. Carry antihistamine for those who may react to stings. Additional medication should be carried by any student with a known allergic reaction to wasp stings. Staying on the track to avoid their nests is very important.
30 Sandflies – The presence of biting sandflies can detract from your experience at Lake Rotoiti. Bring insect repellent, and encourage students to bring their own too. Pest control programmes – Control programmes using toxins and traps (to kill possums, stoats, rodents and wasps) are active in the Rotoiti Nature Recovery Project area. Keep to the tracks and make sure an adult is supervising students at all times. Pets – Domestic animals are prohibited in the National Park. Rubbish – All rubbish should be carried out at the end of your visit or deposited in the bins provided at the Kerr Bay day shelter. Rain – there is a day shelter at Kerr Bay that can be used in case of rain for briefing the group and discussing answers. Umbrellas would be useful if rain is definitely forecast. Sun sense - All students should have sunblock and a sun hat. When sitting down to talk, seek the shade.
What to Bring Teacher Students Parent/Adult helpers Clipboards Sunhat and sunscreen Sunhat and sunscreen Pencils Insect Repellant Insect repellant First Aid Kit Walking Shoes Walking Shoes Watch Camera or drawing gear Watch Lunch and water Lunch and water Lunch and water Wet weather gear Wet weather gear Wet weather gear
HHaavvee aa RReevviivvee RRoottooiittii RRaavvee ooff aa DDaayy!!
31 Adult Helper Information Sheet
What is the Rotoiti Nature Recovery Project? This is an area of honeydew beech forest, with kiwi, kaka, falcons, kakariki (parakeets), bellbirds, tui, mistletoe, rata and many other special native plants and animals. Here the Department of Conservation is doing an intensive pest control program to restore the natural area. DoC are controlling rats, mice, stoats, possums and wasps. These areas are called mainland islands as they try to reproduce the safety of an island, on the mainland. One of the objectives of the project is to reintroduce species which have been lost from the area due to predation by introduced pest species. In May 2004, due to the RNRP team’s success in controlling stoat numbers, nine great spotted kiwi were able to be safely reintroduced into the project area from Gouland Downs in Kahurangi National Park. This was the first time great spotted kiwi had been translocated in the wild. As the reintroduction was a success, a further seven great spotted kiwi were reintroduced in May 2006. What are you responsible for? x knowing which panels your group will focus on (teacher will explain) x helping your group to find the information x keeping your group together, on the track, focussed and safe x encouraging your group to listen/look/feel/taste/smell x knowing where to meet back and when
You should take with you: Warm clothes and wet weather gear. Lunch and drink. Insect repellent. Sunblock Watch. Binoculars and magnifying glass would be good.
To Loop Track and St Arnaud Range Track Location of r Controlling Invading Wasps interpretation panels qNative Birds & Animals
Honeydew Walk The location of the information panels on the Bellbird and sOur Vision for the Future Honeydew walks are shown. pCycles of Each panel is numbered. The Predation title of the panel is found
Clockwise – turn left running vertically on the left Anti-clockwise – turn right
oBrowsing Invaders P Kerr Bay Bellbird Walk A Lake Rotoiti N E nHoneydew beech Forest L N -Introductory Panels A Car M park E Jetty 32 PPrree VViissiitt AAccttiivviittiieess x The Environmental Care Code Crossword outlines some of the basic rules for caring for our natural environment. Discuss the code with the class before doing the crossword. x The Food Chain Game introduces ecological concepts such as predator, herbivore and detrivore, and demonstrates how energy flows through a natural system. x The Habitat Match introduces birds and plants found at Rotoiti and where they live and find food. x Mother Bird can be used to help students learn their group names before arriving at Rotoiti, as well as after arrival. SSccaavveennggeerr HHuunntt
Use this game before starting the walks to get students in “observational mode”. They have to find objects that match the descriptions. Please remind students that they can only collect dead items off the ground. Return items after the activity. All plants and animals in the national park are protected. PPoosstt VViissiitt AAccttiivviittiieess x Revive Rotoiti Wordfind. Students need to complete the sentences then find the words. x Design a class banner about the Rotoiti Nature Recovery Project. Include species found in the area, traps and bait stations used to control pests and DOC Rangers working. x Write letters to the Minister of Conservation supporting Mainland Islands x Create a Mainland Island at school. Research what native plants are appropriate for the area and look at ways of controlling pests in the school grounds. x Play Mother Bird changing the names to demonstrate any part of a food chain – a robin and insects, a possum and native plants, a dolphin and small fish, a cow and grass, silage, hay etc. x Read the Legend “How Rakaihautu created Rotoiti and Rotoroa”. Find out how Maori used Lake Rotoiti.
33 Environmental Care Code Crossword
ACROSS 2. Pack it in _ _ _ _ , _ _, _ _ _ (4,2,3) 1 6. be prepared to _ _ _ _ _ huts (5) 7. _ _ _ _ _ te whenua (5) 2 3 8. Respect this bird’s mountain home. _ _ _ (3) 4 5 9 & 13. Take only ______, leave only ______(8, 10) 6 11. Things and stories from the past which we can
7 learn from. ______(7) 13. See 9 across 15. Don’t have too _ _ _ _ in your group. (4) 16. ______our cultural heritage (7) 9 17. Keep our streams _ _ _ _ from disease. 10 DOWN 11 1. Keep our rivers _ _ _ _, wash away from running water (4) 12 2. ______plants and animals (7)
13 14 15 3. Keep to the ______(8) 4. Leave _ _ _ _ clean and tidy (4) 5. Camp ______(9) 10. If a late ______comes into a hut, make 16 17 room for them (7) 12 & 13. Make sure you _ _ _ _ _ your _ _ _ _ properly before you go. (5, 4) 14 Check your gear is all there, stay _ _ _ _ (4) 34 FFoooodd CChhaaiinn GGaammee
This activity is used to help children understand food chains and food webs in an ecosystem. Each piece represents a component in the system. The sheets need to be copied and cut. The pieces can be laminated to make them last.
Start with the simplest chain and work up to the complex food web.
The simple chain uses a chain that people are a part of. The next level up brings in the terms carnivore, herbivore, detrivore, omnivore, or browser, prey, predator etc. The next chain is a simple native animal and plant based sequence. Finally bring in the introduced species.
As the students gain understanding of the processes, they can build up a complex food web showing all the interactions in the forest.
Try making chains using only definitions, or only actual animals, or put the definitions under the animals.
Examples:
SUN ¨ GRASS ¨ SHEEP ¨ PERSON
ENERGY ¨ PLANT ¨ HERBIVORE ¨ CARNIVORE ¨ DETRIVORE
ENERGY ¨ PLANT ¨ BROWSER¨ PREDATOR ¨ DECOMPOSER
SUN ¨ BEECH TREE ¨ MISTLETOE ¨ TUI ¨ FALCON
SUN ¨ BEECH SEED ¨ KAKA ¨ STOAT
SUN BEECH SEEDS KAKA
STOAT RAT MISTLETOE
WASP BELLBIRD
HONEYDEW NATIVE INSECTS POSSUM
Food Chain Game
35 Food Chain Game
36 SSUUNN GGRRAASSSS SSHHEEEEPP PPEERRSSOONN
Food Chain Game
37 38 HHaabbiittaatt MMaattcchh
This activity uses the four pictures of different habitats in the Rotoiti Nature Recovery Area. Students need to be able to place the plants and animals in the appropriate habitat. The sheets with the animals and plants need to be cut. The pieces can be laminated to make them last.
Use this activity to start discussions about what each organism needs to survive, and why it lives in one habitat and not another. Introduced animals can be included, but it is important that students understand they are not native, and the effect that they have on native species.
The Habitats
Alpine This is the area above the bushline, to the top of the range. It is generally colder and windier than areas under the trees, but also gets unfiltered bright sunlight on fine days. It can be very dry especially on the scree slopes Forest Inside the forest there are several habitats. On the forest floor in the leaf litter live the detrivores – decomposers that break down waste material (detritus). Beech seeds fall to the floor and provide a rich food source. The trunks of the trees, and the sub-canopy shrubs form another habitat. Honeydew is an important food source in this area. The canopy is another habitat. This area has more sunlight, and nectar from beech flowers and mistletoe. Kanuka/Manuka The dry scrubby zones occur on the edge of the Rotoiti Nature Recovery Area and include much of the vegetation in and around the village of St Arnaud. Kanuka and manuka often occur in areas that have been cleared in the past. This area is sunnier than the bush, often having more edges and clearings. Swampy Areas These occur in bush and scrub in open areas beside small streams and bogs. They are normally open and sunny, but very frosty in the winter.
Plants and animals of the habitats Remember some organisms occur in more than one place. These lists only include the examples used in the activity – there are many more species not included here.
Alpine Year-round: Kea, alpine grasshopper, pen-wiper, chamois, stoat. Summer: tui, blackbird. Forest Floor: kiwi, robin, pill millipede, fungi, stoat, mouse, blackbird. Trunks: bellbird, robin, kaka, honeydew, fungi, gecko, stoat, wasp Canopy: bellbird, tui, kaka, mistletoe, gecko, beech moth Kanuka/Manuka Robin, brown creeper, manuka beetle, weta, gecko, orchid, stoat, mouse, wasp Swamp Robin, sandfly, fungus, sundew, orchid
39 Habitat match – beech forest
40 Habitat match – kanuka/manuka
41 Habitat match - alpine
42 Habitat Match - swamp
43 Habitatmatch -plantsandanimals
44 MMootthheerr BBiirrdd
This game can be used before the trip, and at the carpark, to help pupils remember which group they are in, and their group names. You are “Mother Bird”. Choose one student, or preferably a parent helper to be a predator (a stoat, ferret, cat, or falcon). Each group will need a marked out area to be its “nest”. The predator will need a nest or den off to one side. Mother Bird needs a nest at the other end of the area.
To start the game, have each group in its nest and the predator moving around in the middle. Call one group, who all try to get to the mother bird’s nest. The predator tries to tag them. Any student tagged goes to the predator’s nest. Call other nests at suitable intervals, and send groups back to their own nest to keep up a flow of birds flying back and forth. After a while restart the game with a new predator.
Suitable group names Kiwi Kaka Kea Korimako - Bellbird Weka Piwakawaka - Fantail Pipipi - Brown Creeper Tauhou – Silver eye
45 SCAVENGER HUNT! – test your outdoor observation skills Find natural things that fit the descriptions in the squares Each thing must be small enough to fit in the square don’t collect living things
POINTED OLD SMOOTH SQUARE HAIRY
ROUGH BURNT BITTEN GLOSSY FORKED
HOLLOW STIFF OPAQUE BLACK BRITTLE
46 Revive Rotoiti Word find Words go sideways, backwards, up, down and diagonally h o n e y d e w i a k a k a m e v o l Solve the clues and then find the word. i t o h l o s n a p h w n n a t i v e m t r e e s t b a o r i p e h s t s i H _ _ _ _ d _ _ grows out of beech trunks. and is eaten by the b _ _ _ _ _ rd. u k n a g a r e w i r o t a d e r p v A _ _ oa _ is a m _ _ t _ _ _ d. s t o a t u k e c s o c s i h n a e d To bait a stoat _ _ _ _ you use an _ _ _. The _ _ _ and the _ ou _ _ eat beech seeds. t m y c u p a c e o n e g g t n o s e The seed of beech is called _ _ _ _ h _ _ _ t. e w w e r a t c e n h f i w p a r t c M _ _ tl _ _ _ _ is a plant that grows out of trees. The _ _ ss _ _ loves to eat it. l a b n m s t h r u e a n r d h e s u The _ _ b _ _ is a friendly bird. i f e d o s e m i s t l e t o e k s d An _ _ s _ c_ is an in _ _ _ _ _ b _ _ t _. d o l r u i t a h i s b f o o b t s o A p _ _ _ is often also a p _ _ _ _ t _ r. A b _ _ _ _ _ r eats leaves and flowers. h t l r s i n s e c t p l a i g i y r N_ _ _ _ _ is food for the _ _ _ _ which o s b a e w a t r s t r o u l o o n t builds its _ _ _ _ in holes in _ _ _ _ _. DOC uses _ oi _ _ _ to control w _ _ _ _. l e i b r o w s e r g i v s e c m r n ______plants and animals evolved in New t n r i y u g t s e i y x s s e o h i Zealand, _ _ _ _ _ du _ _ _ ones were brought here by people. h e d w s p s a w s o l w o i u s n t The ______is a raptor, or bird of prey. i n v e r t e b r a t e o p a h mma 47 AA lleeggeenndd ffrroomm NNeellssoonn LLaakkeess
This is a Mäori legend to share with students. It tells the story of how the two main lakes in the area, Rotoiti and Rotoroa, were created and named. It can be used as: x an introduction to the history of Nelson Lakes National Park; x an introduction to the geology of Nelson Lakes National Park, comparing the legendary creation with glacial activity or x a starting point for exploring other legends of the Nelson/Marlborough/Buller region.
How Rakaihautu created Rotoiti and Rotoroa
In the dark mists of time, when giants dwelled in the land of the pounamu, there lived a man, Rakaihautu. The powerful canoe Uruao brought him to the shores of Aotearoa and there the waka rested.
Rakaihautu had a desire to seek out the source of the pure waters that flowed to the sea at Motueka, so he set out on a great journey up the Motueka River. When he reached the source of the Motueka in the swamps of the Wairau saddle he could not find the pure water of his heart’s desire. He began with his digging ko, to probe the depths of Papatuanuku the earth mother. He worked deep and wide and as he dug he created the ragged mountains of the St Arnaud and Travers ranges. But still, he did not find the source of pure water.
Hot and tired, but ever determined, Rakaihautu tried again. This time his digging gave rise to the kea swept mountains of the Ella and Mahanga ranges. And still the pure, sweet waters were not to be found.
Thus he passed onwards, down the length of the shimmering South Island – Te Wai Pounamu. Stopping and seeking he strove to find the pure elusive waters in many places until at last, he arrived at
48 Manapouri. Sadly his heart’s desire remained unquenched and he left his search and returned from whence he’d come.
When he had gone, there came, trickling out from hiding in the secret crevices of Papatuanuku, the very waters that he had sought. The crystal clear liquid bubbled out to form the two great lakes known today as Rotoiti – little lake, and Rotoroa – long lake. And so it was that the mana of the Mäori was established in this place.
Since that time, travellers have paused on the shores of these great lakes to seek peace and rest and to replenish their supplies as they passed back and forth on their journeys across the land.
Tënä koe Rakaihautu!
49 CCuurrrriiccuulluumm CCoonnnneeccttiioonnss
Environmental Education
The key learning objectives of a trip to Rotoiti Nature Recovery Project are: x To recognise and experience a native forest and to gain awareness and appreciation that the honeydew beech forest ecosystem is unique to New Zealand. x To understand that introduced mammals, insects and birds have a negative effect on our native species and that the only way to protect the native species is to control the introduced pests. x To develop a sense of ownership and stewardship of this place and native environments in general. x To develop an awareness of the Department of Conservation, and its work to protect native ecosystems on behalf of all New Zealanders. x To appreciate that conservation is fun and interesting.
These learning objectives are directly tied to the aims of environmental education. 1. Awareness and sensitivity to the environment and related issues. 2. Knowledge and understanding of the environment and impacts of people on it. 3. Attitudes and values that reflect feelings of concern for the environment. 4. Skills involved in identifying, investigating and problem solving associated with environmental issues. 5. A sense of responsibility through participation and action as individuals or members of groups, whanau or iwi in addressing environmental issues. (Guidelines for Environmental Education in New Zealand , p.9)
A field trip to the Rotoiti Nature Recovery Project also addresses the four key concepts of environmental education: interdependence, sustainability, biodiversity and personal and social resoponsibility for action. (EE, p.11)
It provides students with the opportunity to have an educational experience in the environment and about the environment (using some of the suggested post-visit activities will include for the environment). EE, p.14
Science Making sense of the living world – Aims 1. Gain an understanding of order and pattern in the diversity of living organisms, including the special characteristics of New Zealand plants and animals. 2. Investigate and understand relationships between structure and function in living organisms. 3. Investigate and understand how organisms grow, reproduce and change over generations. 4. Investigate local ecosystems and understand the interdependence of living organisms, including humans, and their relationship with the physical environment.
Aims one and four are emphasised, but the field trip includes all four aims.
50 In meeting these aims specific achievement objectives in levels one to four are worth noting.
Level 1 – objective 1. share their experiences relating to the living world, and group the living world according to some of its attributes (p.54) e.g. share experiences of a trip to a honeydew beech forest. Level 2 – objective 3. investigate and understand the changes that take place in animals and plants during their life cycles (p.56) e.g. beech flower cycles, wasp activity during the year. - objective 4. investigate the responses of plants or animals, including people, to environmental changes in their habitat (p.56) e.g. finding out what happens to native species when other species are introduced. Level 3 – objective 3. research and describe how some species have become extinct or are endangered (p. 58) e.g. determine why kaka populations are declining. - objective 4. explain, using information from personal observation and library research, where and how a range of familiar New Zealand plants and animals live(p.58) e.g. be able to recognise species living at Rotoiti in the honeydew beech forest. Level 4 – objective 1. investigate and classify closely related living things on the basis of easily observable features (p.60) e.g. beech tree identification - objective 4. use simple food chains to explain the feeding relationships of familiar animals and plants, and investigate the effects of human intervention on these relationships (p. 60) e.g. investigate the interruption of native food chains in the honeydew beech forest by introduced mammals and insects.
Essential Skills
This kit offers teachers practical opportunities to meet these Curriculum Framework essential skills:
Communication skills – communicate using reading and writing - convey and receive information, instruction and ideas Numeracy skills – recognise information presented in graph form Information skills – gather and analyse information Problem solving – make connections and establish relationships Self-management and competitive skills – manage time effectively Social and co-operative skills - participate in group work Physical skills – participate in physical exercise Work and study skills – work independently and in a group
New Zealand Curriculum Framework, p18-20
51 RReessoouurrcceess Enclosed: Rotoiti Bird List Department of Conservation Fact Sheets Newsletter Revive Rotoiti Newlsetters (schools can go on subscription list to get this) Books The Story of Nelson Lakes National Park, Department of Conservation 1988 This gives a good overview of the geology, natural and human history of the park. The Field Guide to Birds of New Zealand, Heather, B & Robertson H. Viking. 1996 The most comprehensive field guide. Kiwi Outdoors. The Hillary Commission. 1995 Videos These can be borrowed from the Department of Conservation central library in Wellington. Ph 04 471 3217, Fax 04 471 3279 Possum – a New Zealand Nightmare. 30mins. 1990 Describes introduction, problems and control We have it all (except snakes). 8mins. 1994 Looks at the importance of ensuring New Zealand’s unique biodiversity. Invaders in Paradise. 50mins. 1994 Explores introduced animals effects on native species. Bandits of the Beech Forest. 53mins. 1997 Introduced wasps and their treat to native flora and fauna in beech forest. Web sites http://www.doc.govt.nz The Department of Conservation’s site. http://www.mfe.govt.nz/issues/water This page is on the Ministry for the Environments site. http://www.tki.org.nz/e/tki/ Te Kete Ipurangi is the MOE’s online bilingual learning centre. Teaching resources can be accessed through this page. http://www.eednz.org.nz Environmental Education in New Zealand’s site, listing useful teaching resources. http://www.forestandbird.org.nz/index.asp Forest & Bird has environmental information and links to related sites http://www.kcc.org.nz The Kiwi Conservation Club Site, which has fact sheets for kids and a teacher’s page. http://www.learnz.org.nz/2001/rotoiti/index.htm LEARNZ site on the 2001 field trip to Rotoiti.
52 Birds found in the Rotoiti Area Birds that are most likely to be seen on the Honeydew and Bellbird walks of the Rotoiti Nature Recovery Project (RNRP) are listed first. Other birds found in Nelson Lakes National Park are next. Some of these birds, like the Blue duck, are very rare while others may only be seen seasonally like the Shining cuckoo. Move quietly and in a close group to increase the chance of seeing some of the more secretive birds. Most Likely Native Birds Introduced birds Bellbird Korimako Blackbird Tui Chaffinch Fantail Piwakawaka Song Thrush Grey warbler Riroriro Silvereye Tauhou Tomtit Ngirungiru Kaka South Island robin Toutouwai Yellow-crowned parakeet Kakariki
Other Native birds Introduced birds Rifleman Titipounamu Canada goose Morepork Ruru Mallard duck New Zealand falcon Karearea Californian quail Weka Goldfinch Shining cuckoo Pipiwharauroa Redpoll Long-tailed cuckoo Koekoea Yellowhammer Kereru White-backed magpie Brown creeper Pipipi Skylark Black shag Kawau House sparrow Little shag Kawaupaka Hedge sparrow Black fronted tern Tara Greenfinch White faced heron Matuku-moana Starling Paradise duck Putangitangi Grey duck Parea Kingfisher Kotare Welcome swallow New Zealand scaup Papango South Island pied oystercatcher Torea Pied stilt Poaka Banded dotterel Tuturiwhatu Black backed gull Karoro Black billed gull Tarapunga Blue duck Whio Kea Rock Wren New Zealand pipit Pihoihoi Australasian Harrier Kahu Spur-winged plover Great spotted kiwi Roa
53 TThhee WWoorrkksshheeeettss PPllaannnniinngg YYoouurr TTrriipp PPrree aanndd PPoosstt VViissiitt AAccttiivviittiieess RReessoouurrcceess PPhhoottooccooppyy MMaasstteerrss
A day at Lake Rotoiti A teacher’s resource kit for discovering the Rotoiti Nature Recovery Project