Embed Size (px)
Citation preview
A collaborative community approach to conservation
education
TEACHERS' GUIDE
To be reviewed in December 2017. Please send any feedback to [email protected]
Published by:Department of ConservationTaupo Office, PO Box 528, Taupo 3351
February 2017
Illustrations: Lisa Paton
Editing and design: Publishing Team, DOC National Office
ISBN 978-1-98-851415-4 (print) ISBN 978-1-98-851416-1 (online)
This work is licensed under the Creative Commons Attribution 4.0 International licence, with the exception of:
• the Department’s logo
• illustrations
• content supplied by third parties.
In essence, you are free to: share i.e., copy and redistribute the material in any medium or format; adapt i.e., remix, transform and build upon the material. You must give appropriate credit, provide a link to the licence and indicate if changes were made.
In the interest of forest conservation, we support paperless electronic publishing.
HE MIHI
Ko Ranginui kei runga
Ko Papatūānuku kei raro
Ko ngā tāngata kei waenganui
Tihei (wa) Mauri Ora!
Ranginui above
Papatuanuku below
The people in between
Behold there is Life!
We acknowledge the origins of this collaborative community education approach that began with the mahi undertaken by all past and present community participants of Kids Restore the Kepler in Te Anau. Thank you for being open, honest and sharing your learnings. We remember Caroline Carter for her vision and dedication to conservation education.
Tēnā koutou to members of the ‘collaborative cousins network’, an extraordinary group of skilled, passionate and talented people involved in conservation education in different places across Aotearoa, who enable this approach.
We pay tribute to the dedicated teachers and schools for taking the plunge and committing to this collaborative community education journey. We thank all the amazing students for their enthusiasm, ideas, and above all else, for their ability and willingness to be leaders in their community now and into the future.
Thank you to the partners that come together to support these local education programmes across Aotearoa. You provide time, guidance, mentors, funding and resources to give tamariki the chance to thrive and enjoy a lifetime of learning outdoors.
FOREWORD
The Collaborative Community Education Model is a framework that enables schools and their community partners to use their local natural environment for quality
teaching and learning.
The natural environment offers many opportunities for authentic teaching and learning where students can learn about and apply new skills, knowledge and values to take action for the environment. Some examples of conservation education contexts include restoring our unique biodiversity by increasing flora and fauna through eliminating pests and planting natives, or developing other sustainable measures in schools through developing nature playgrounds and learning spaces.
Each local context is different and there are a wide range of conservation contexts and opportunities
across Aotearoa. From the conservation of our biodiversity to historic places and local Māori perspectives and stories, and then onto the many outdoor recreation opportunities our natural environment offers, there is something for everyone in the great outdoors.
This guide holds a lot of information. We expect that teachers will pick the pages and content most helpful and relevant to their needs as they develop their own confidence in teaching within a conservation context and as they develop their own professional capability in using the natural world as their outside classroom.
We look forward to following your progress and learning from your experiences as you develop your authentic conservation context for teaching and learning at your place.
CONTENTSChapter 1: The big picture . . . . . . . . . . . . . . . . . . . . . . . 4
Connecting to Aotearoa, our place . . . . . . . . . . . . . . . . . . . 4Ranginui and Papatūānuku . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Pēpeha . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
The unique biodiversity of Aotearoa . . . . . . . . . . . . . . . . . 5Our unique biodiversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Predator Free by 2050 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5A goal that can be achieved . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
The planet’s diversity is critical to our survival . . . . 7Healthy Nature, Healthy People . . . . . . . . . . . . . . . . . . . . . . . . . 7The role of education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Benefits and outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Children in nature infographicsNature can improve health and wellbeing . . . . . . . . . . . . . . 8Nature can improve academic outcomes . . . . . . . . . . . . . . 9Green schoolyards can improve academic outcomes 10
Chapter 2: Conservation education . . . . . . . . 11Planning for conservation education . . . . . . . . . . . . . . . . 12Developmentally appropriate conservation education 13Planning the learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Conservation learning opportunities that lead to conservation outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Planning the teaching inquiry cycle . . . . . . . . . . . . . . . . . . . . . . 14
Teaching conservation across Te Whāriki . . . . . . . . . . 18
Teaching conservation across the New Zealand Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Opportunities for action around school and kindergarten . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Restoration through the seasons . . . . . . . . . . . . . . . . . . . . . . . . 21Exploring the local environment through the seasons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Chapter 3: The collaborative community education approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Underpinning principles of the CCEM . . . . . . . . . . . . . . . 25An authentic teaching and learning opportunity . . . . . . 25Schools working together and collaborating across the wider community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25An ethos of ‘students in the driver’s seat’ . . . . . . . . . . . . . 26A continuous (cross-curriculum) learning journey . . . . 26
How the Collaborative Community Education Model works . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Key groups and people . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Key ways of working . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Appendix A: Teacher planning workbook . . . . . . . . . . . 30
Appendix B: Local project 2017 calendar . . . . . . . . . . . 37
Appendix C: Terms of reference to establish a Student Leadership Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Appendix D: Take Action Project Fund criteria and application process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Appendix E: Additional environmental dates/links 41
Appendix F: A basic pēpeha . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Appendix G: Inquiry-based learning . . . . . . . . . . . . . . . . . . 43
4
CHAPTER 1:
THE BIG PICTURE
There are between 30 and 50 trillion stars out there in somewhere between 80 and 140 billion galaxies, but Earth is the only place we call home. It’s all we have (that is,
until we catch up with Star Trek).
For life to survive and thrive here we need to understand that we are all part of one natural world.
Connecting to Aotearoa, our place
Ranginui and PapatūānukuIn a Māori world view, life began with the separation of Ranginui (sky father)1 and Papatūānuku (earth mother). Their many children are the ancestors of all life on Earth and humans are just one of their many descendants. From them came people, birds, plants, fish, winds and water. Māori believe all life is interconnected and all living things are linked through whakapapa back to the children of Rangi and Papa.
From the children of Rangi and Papa emerged the various Atua (gods), including Tāne-mahuta – Atua of all life in the forest, Tangaroa – Atua of the sea and all that lives in it, and Tāwhiri-mātea – Atua of the wind.
PēpehaA pēpeha is a formal introduction that also articulates the links a person has to their environment and is one way in which we verbalise our connection to our place. You can help your students tell their own story and describe their connections to their tribal rivers and mountains. These may be found in their local environment or in another place where they have a strong connection, for example, where they were born and lived before.
If students are not affiliated to an iwi they can use the information from the local geography (mountains and rivers) and can substitute their school in place of iwi to complete the simplified version of a pēpeha in Appendix E. Students can build their pēpeha after research with whānau and kaumātua.
1 Some South Island Māori know Rangi as Raki or Rakinui.
You are here
Without fresh air, water, seas, fertile soils, forests, animals and plants, we humans couldn’t survive. Everything, even the tiniest of bugs, has a role to play, and that includes us.
You are part of your local environment. You, your school and your neighbourhood are all part of a bigger ecosystem. Everything is connected – from the deepest ocean to outer space – and what we do, does make a difference.
The unique biodiversity of AotearoaThe word biodiversity is short for ‘biological diversity’ and simply means the variety of life on earth.
Our unique biodiversityAround 80 million years ago, New Zealand drifted away from the land mass that included the modern continents of Antarctica and Australia.
For our plants and animals this separation meant that New Zealand became an isolated world where species evolved on their own.
Kāore he wāhi i kō atu i a Aotearoa me ōna koiora, me ona waahi ahurei
There is no place in the world like Aotearoa with its special biodiversity and unique
ecosystems
5
No other islands of similar size remained isolated for so long, and New Zealand was one of the last places on Earth to be settled by humans. This remarkable isolation meant plants and animals evolved into distinctive species found nowhere else in the world. New Zealand became a land of birds; a land of ancient forest.
New Zealand is estimated to have more than 80,000 native animals, plants and fungi. Only about 30,000 have been described, named and classified. New Zealand’s biodiversity is rich in variety and high in numbers, holding significant national and international importance; it is a land of great beauty, inspiration and remarkable life.
Predator Free by 2050New Zealand has the highest rate of threatened species in the world. Around 81% of our birds, 88% of our reptiles and 72% of our freshwater fish are endangered. Most of our native species are not found anywhere else in the world.2
Rats, stoats and possums kill millions of native birds every year and have pushed species to the brink of extinction. Managing just these three predators for agriculture and conservation is currently ongoing and costly.
In 2015, Conservation Minister Maggie Barry announced the Government’s adoption of the goal of a Predator Free New Zealand by 2050.
New Zealand’s unique native creatures and plants are central to our national identity. They evolved for millions of years in a world without mammals and as a result
2 Predator Free NZ website: www.predatorfreenz.org
Create new opportunities for regional development
Reinforce New Zealand’s trade and tourism brand
Provide a legacy for future generations.
A goal that can be achievedNew Zealand is a world leader in conservation technology and research. We have already made progress that was once unthinkable and have cleared all predators from more than 100 islands, and trials are under way to secure mainland sites.
Although we don’t have the technology now to achieve a predator-free New Zealand, Predator Free 2050 will provide a focus on developing breakthrough predator control tools and techniques and forging the networks and partnerships needed to achieve the vision.
Existing predator control projects and campaigns already play a role in helping us achieve the long-term goal of being predator free. These activities are essential to sustain our threatened species now, and are teaching us lessons for securing their future.
6
are extremely vulnerable to introduced predators, which kill around 25 million native birds every year.
Now is the time for a concerted long-term nationwide effort to rid ourselves of the introduced rats, stoats and possums that have placed so much of our natural heritage in jeopardy.
These are ambitious targets in themselves, but ones that we are capable of reaching if we work together.”
Predator Free NZ is a Trust, set up in 2013 to support volunteers and community conservation groups who do predator control. The New Zealand Government announced a partnership with Predator Free NZ to work towards the ambitious goal to rid New Zealand of the most damaging introduced predators that threaten our nation’s natural taonga, our native wildlife.
Predator Free 2050 aims to: Remove the major threats to our native wildlife
Enhance economic return from agriculture and forestry and reduce risk of disease
Toitū te marae a Tāne, Toitū te marae a Tangaroa, Toitū te Tangata
If we care for the resources of the land and the sea, we, the people, will survive
The planet’s diversity is critical to our survival
Healthy Nature, Healthy PeopleHumans are an integral part of the environment that surrounds us, so it stands to reason if our environment is unhealthy, we too will become unhealthy. The research tells us what we’ve long suspected, that spending quality time in the outdoors both playing and learning is good for us and also has a positive effect on learning outcomes.
The role of educationConservation education is about the future of Aotearoa. Empowering teachers to provide conservation education opportunities to their students is key to developing Conservation Kids, young people who understand and value our unique natural environment and who have the knowledge and skills to look after Aotearoa now, and into the future.
Benefits and outcomesConservation education provides both teachers and students with opportunities to connect with nature, develop conservation knowledge, values and skills, and empower them to take action for the environment. As shown in the infographics on pages 8 – 10, research demonstrates that:
Spending time in nature provides children with a wide range of physical and mental health benefits
Spending time in nature enhances education outcomes by improving children’s academic performance, focus, behaviour and love of learning (and nature), and
Green school grounds promote academic achievement through hands-on, experiential learning and by enhancing the cognitive and emotional processes important for learning.
7
8This infographic is reproduced courtesy of Children & Nature Network
9This infographic is reproduced courtesy of Children & Nature Network
ADDITIONAL RESEARCH USED FOR THIS INFOGRAPHIC AVAILABLE AT childrenandnature.org/gsybibliographies
C&NN recognizes that not all studies support causal statements.
SUPPORTING RESEARCH 1 www.nationsreportcard.gov 2 Williams & Dixon (2013). Impact of garden-based learning on academic outcomes in schools: Synthesis of research between 1990 and 2010. Rev Educ Res, 83(2), 211–235. 3 Wells et al.
(2015). The effects of school gardens on children’s science knowledge: A randomized controlled trial of low-income elementary schools. Int Journal Sci Educ, 37(17), 2858–2878. 4 Berezowitz et al. (2015). School gardens enhance academic performance and dietary outcomes in children. J School Health, 85(8), 508-518. 5 Berto et al. (2015). How does psychological restoration work in children? An exploratory study. J Child Adolesc Behav 3(3). 6 Chawla et al. (2014). Green schoolyards as havens from stress and resources for resilience in childhood and adolescence. Health Place, 28, 1–13. 7 Maynard et al. (2013). Child-initiated learning, the outdoor environment and the 'underachieving child.' Early Years, 33(3), 212 - 225. 8 Rios & Brewer (2014). Outdoor education and science achievement. Appl Environ Educ Commun, 13(4), 234–240. 9 Kellert (2005). Building for life: Designing and understanding the human-nature connection. Washington, DC: Island Press. 10 Li & Sullivan (2016). Impact of views to school landscapes on recovery from stress and mental fatigue. Landscape Urban Plan, 148, 149-158. 11 Wu et al. (2014). Linking student performance in Massachusetts elementary schools with the ‘‘greenness’’ of school surroundings using remote sensing. PLoS ONE 9(10): e108548: 1-9. 12 Matsuoka (2010). Student performance and high school landscapes: Examining the links. Landscape Urban Plan, 97(4), 273–282.
ENHANCING LEARNINGGreen schoolyards provide experiential learning across many subjects.2,3
GRADESBETTER
A+
HIGHERgraduationrates
HIGH SCHOOLERS WITH VIEWS OF TREES HAD:12
HIGHERstandardizedtest scores
HIGHER% of students planning to attend a 4-yr college
IMPROVEDOUTCOMES
33 0
f 40
sch
ool g
arde
n st
udie
s (8
3%) f
ound
in science, math & language arts.2
KNOWLEDGE
ENHANCED
TE
ST SCORES
HIGHER
Help students focus attention and regulate behavior 5, 6
Enhance attitudes and engagement with school 7,8
Support creativity, critical thinking and problem solving9
GREENSCHOOLYARDS
CAN
ROOM WITH A VIEWSeeing nature and greenery from school buildings can foster positive academic outcomes.10, 11
2, 3, 4
©2016 CHILDREN & NATURE NETWORK
GREEN SCHOOLYARDSCAN IMPROVE ACADEMIC OUTCOMES
Green schoolyards promote academic achievement through hands-on, experiential learning and by enhancing the cognitive and emotional processes important for learning.
Only 1/3 of U.S. 8th graders perform at or above standards for science and math.1
SCHOOLS ACROSS THE NATION ARE SEEKING WAYSTO IMPROVE ACADEMIC OUTCOMES FOR ALL STUDENTS
THE ISSUE
10This infographic is reproduced courtesy of Children & Nature Network
11
CHAPTER 2
CONSERVATION EDUCATION
Conservation education provides authentic opportunities for learning and gives schools3 an opportunity to connect with their local community in a meaningful
way. Conservation is about our place now, while also encompassing the past and future of Aotearoa.
Teaching conservation education is not an added extra, or more work. It is about providing your students with a real-life context on which to base their learning, and an opportunity to apply their learning to authentic local community opportunities. Conservation is not an abstract or theoretical concept … it’s about our natural environment and the plants, animals and birds that live in our very own backyards, school playgrounds, local parks and reserves as well as the public conservation land found further afield in Aotearoa.
3 ‘Schools’ refers to both the early childhood and compulsory school sectors.
Conservation education encompasses the very things we identify as being ‘Kiwi’. Our natural environment is unique, special and fascinating! Conservation is about the future of our country. What kind of Aotearoa New Zealand do you want to see in 50 years’ time?
Conservation education is a component of the larger umbrella that is environmental education for sustainability. Integrated into environmental education teaching are three dimensions shown below.
Best practice conservation education (i.e., education about, in and for) results in a range of outcomes. Through students applying acquired knowledge, skills and values, they can actively take a leadership role for a range of reallife local conservation issues. These educational outcomes lead to tangible, on the ground conservation outcomes such as increased biodiversity, predator-free environments and the accumulation of data for citizen science initiatives (see table overleaf).
For more information about the ‘big picture’ values and concepts that support these three dimensions, see the Big Picture video clips on the DOC website.
Education ABOUT the environment – developing knowledge and skillsCurriculum-based learning and inquiry, usually in the classroom. Education ABOUT the environment develops awareness and understanding of environmental issues.
Education IN the environment – connecting to nature and placeLearning that takes place outside – place-based learning. Education IN the environment fosters values and attitudes by encouraging personal growth and well-being through direct contact with nature.
Education FOR the environment – taking action to restore, grow and protectApplying skills, knowledge and values to take environmental action and participate in local restoration. Education FOR the environment increases a sense of responsibility, confidence and empowerment through participating in active citizenship and taking collective action to resolve environmental issues.
12
Planning for conservation educationA balanced approach to conservation education enables teachers and students to truly connect with their natural environments. You can draw from a range of pedagogies to guide planning for conservation education, including the following.
Educational concepts In a conservation education context, this concept looks like…Nature-based and free play
learning
Young children naturally engaging in learning about the environment through informal unrestricted play with others.
Older children having opportunities to socialise and build friendships through an outdoor context.
Place-based learning
Children and young people experiencing and exploring their immediate surroundings.
Opportunities to identify and take action on real-life, local issues.
Māori world views
The incorporation of cultural knowledge, kaupapa and te reo Māori.
The exploration of different perspectives about the environment. For example, the Western world view has historically separated humanity from nature compared to the Māori conservation ethic based on the belief of all life being connected.
Cross-curricula learning
Using the conservation education context to access learning in different curriculum areas.
The exploration of different community viewpoints about the importance of and use of the natural environment.
Inquiry or project-based
learning
A learning journey that starts with an open-ended question, followed by students collaborating with each other, showing what they have learned and assessing themselves and each other multiple times.
The development of a solution using evidence to support the claim and presented through multi-methods of communication.
Future-focused or
21st century education
Learning that is relevant and authentic in relation to young peoples’ interests and concerns.
Forming new kinds of partnerships between schools and the wider community.
Young people developing their capacity to create knowledge rather than merely consuming knowledge.
13
Developmentally appropriate conservation educationAs a child grows and changes, so does their ability to understand and explore the world. Therefore, effective conservation education uses teaching and learning methods most appropriate for the age and developmental stage of a student.
Broadly, the focus of conservation education in early childhood should encourage children to explore and experience their local environment through nature-based play. From this foundation, conservation education in the middle years of childhood can be extended into participating in local conservation opportunities in home and school life where students can apply their learning and take action for the environment. Finally, with adolescence comes the application of knowledge, skills and values through participating and collaborating in conservation
opportunities with emphasis on the development of critical capacity and shared decision-making with adults.
The illustration below provides a summary of developmentally appropriate conservation education in relation to these stages of childhood development.
Planning the learningPlanning is essential for teachers if conservation education is to include all the three dimensions (about, in and for) and be meaningful and real. There are a number of components to consider as shown on the Teaching Inquiry Cycle (see page 17).
The remaining pages of this chapter provide teachers with a range of planning tools and resources to support teaching and learning, based on a conservation/restoration context.
Developmentally appropriate conservation education
SecondaryPrimary
Early Childhood
14
Conservation outcomes
Increased biodiversity Predator Free NZ Measuring and monitoring progress
Supporting resources:
doc.govt.nz/education-experiencingbirds
doc.govt.nz/education-experiencinginvertebrates
doc.govt.nz/education-animalpests
Resources to support measuring and monitoring progress are currently being developed. Email [email protected] if you would like to be notified when these are complete.
Learning opportunities
Making observationsCollect, compare, and analyse real-life data.
Share data and findings with local people and contribute to project progress! Opportunities for citizen science initiatives.
Maintain and monitor project success.
Evaluate progress, processes and possibilities.
Make future recommendations.
Supporting resources:
doc.govt.nz/education-explorelocalenvironment
doc.govt.nz/education-experiencingbirds
doc.govt.nz/education-experiencinginvertebrates
Designing new tools/technologyWork alongside local experts and volunteers to identify the technology opportunity or problem to solve.
Design and test prototype tools, technology and equipment.
Ask/request and secure support from local businesses for the resources required to create and test prototype equipment and tools.
Tap into experience and skills you have in your school community, e.g. parents and grandparents, businesses, kaumātua etc.
Conservation learning opportunities that lead to achieving conservation outcomes
15
Learning opportunities
Planning restoration What plants grow best where?
What plants are local to your place?
What plants provide which animals with food and habitat?
What happens when? Seasons?
Supporting resources:
Experiencing native trees resource is in development. Email [email protected] if you would like to be notified when it is complete.
Predator control Identify which pest animals live in your neighbourhood.
Learn about the protocols and guidelines for tracking and trapping predators.
Set up your own track and/or trap line. Monitor and maintain it.
Collect data and share it! Citizen science opportunities.
Supporting resources:
doc.govt.nz/education-animalpests
doc.govt.nz/education-plantpests
Matauranga maori Share stories, history, knowledge, whakapapa of local places, flora and
fauna.
Tuakana Teina – Big brother, little brother.
Ako – reciprocity: sometimes the learner, sometimes the teacher.
Sharing cultural knowledge and perspectives with whānau, hapū and local iwi.
Learn about cultural / traditional uses of plants and animals.
Rongoā – medicinal properties and uses of native plants.
Supporting resources:
doc.govt.nz/education-explorelocalenvironment
16
Learning opportunities
Keeping safe in the outdoors Learn how to keep yourself and others safe in the outdoors.
Practise new skills, including outdoor first aid, field radio use, etc.
Safety Action Plans – Identify and help to manage new risks and write your own SAP.
Learn about your local weather and practise forecasting.
Supporting resources:
doc.govt.nz/education-explorelocalenvironment
EXPERIENCING BIRDS IN YOUR GREEN SPACEEducation resource
EXPLORING YOUR LOCAL ENVIRONMENTEducation resource
EXPERIENCING INVERTEBRATES IN YOUR GREEN SPACE Education resource
INVESTIGATING ANIMAL PESTS IN YOUR GREEN SPACEEducation resource
Ship
rat i
n fa
ntai
l nes
t. Ph
oto:
Cop
yrig
ht N
ga M
anu
imag
es
INVESTIGATING PLANT PESTS IN YOUR GREEN SPACEEducation resource
Mt A
lber
t Gra
mm
ar S
tude
nts i
dent
ifyin
g w
eeds
Pho
to: L
andc
are
Rese
arch
DOC’s ‘in the environment’ education resources
A series of investigation tools
for primary and intermediate schools
throughout New Zealand.
The resources encourage students to go outdoors, explore local green spaces, and collect robust scientific data that leads to action for local conservation. The series, underpinned by
Find these and all our resources at www.doc.govt.nz/education
DOC’s action-orientated inquiry learning process, encourages students to participate in citizen science projects and includes Science, English, Maths and Social Sciences learning objectives.
17
Planning the teaching inquiry cycle
1. Dive in• What conservation
theme/context will you base the learning in?
• What is the relevance to your local Place?
• How does it build upon prior learning?
8. Implementing action• What tools/equipment will be required?
• Who can help?
• Plan the risk management steps
2. Ask• Who else has taught in
this theme/context before?
• What resources are available?
• Who can help provide the local context/authentic learning connection?
7. Planning for Action
• What are the opportunities in your local environment for students to contribute to?
• What would the conservation outcome/contribution be? Look like?
3. Investigate• Local places and people
to visit
• Go and visit the sites for yourself.
• What are the health and safety considerations?
• What are the opportunities for learning, investigating and exploring?
Developing knowledge and skillsEducation ABOUT the environment
Connecting to nature and PlaceEducation IN the environment
9. Review and reflect• What happened as a result of your teaching?
• What conservation outcomes occurred?
• What are the implications for future learning/teaching?
Taking action to restore, grow and protect our natureEducation FOR the environment
6. Sharing our findings• Share your planning/ideas with other
teachers/schools
• What is the collaboration/sharing opportunity?
- Kids teaching kids?
- Kids teaching teachers?
- Sharing new learning and consolidating knowledge and skills
5. Coming to conclusions• What teaching strategies are most
likely to help your students learn?
• How can your students apply their learning to take action for conservation?
4. Extending thinking• What observations can your
students make for themselves?
• What data can they collect, compare and analyse?
• What tools and equipment do you need to source/collate?
The Environmental Education inquiry cycle is a continuous learning process. The solid lines represent the opportunity for focussed teaching and learning ABOUT, IN or FOR the environment.
The dotted lines reflect the potential for on-going opportunities in these dimensions.
18
Teaching conservation across Te Whāriki
Strands
Well-being – Mana Atua
Experience learning in the outdoors, in a safe environment.
Belonging – Mana Whenua
Belonging to place. Connecting to nature, people and place. Learn the behaviour to be safe in the outdoors.
Contribution – Mana Tangata
Learn with and alongside other participants in the programme, including other students, community volunteers, local experts and advisors.
Communication – Mana Reo
Learn and experience stories and history/whakapapa of their place. Develop communication skills to express their ideas and learning/experiences in their place.
Exploration – Mana Aotūroa
Explore, investigate and play in nature. Develop working theories for making sense of their natural environment in their place.
The principles
Empowerment – Whakamana
Participating in the programme alongside other community members empowers students to grow and learn. Build on students’ own experiences, knowledge, skills, attitudes, needs, interests and views of their Place.
Holistic development – Kotahitanga
Opportunities to be involved and participate in all aspects of the programme and its action projects provides opportunity for holistic development. Students are encouraged to create and act on their own ideas, to develop knowledge and skills in areas that interest them, and to make an increasing number of their own decisions and judgements. Opportunities for open-ended exploration and play.
Family and Community – Whānau Tangata
The programme and its action projects are open to the involvement of all family and wider community. Opportunities to recognise student whakapapa and cultural knowledge.
Relationships – Ngā Hononga
Opportunities for a variety of social interactions with other programme participants. Opportunity for responsive and reciprocal relationships with people, places and things.
www.doc.govt.nz/education
Access FREE conservation education resources and sign up to receive updates on new resources and education programmes
19
Teaching conservation across the New Zealand CurriculumSome examples of the conservation context used across the curriculum are:
English
Read about and view clips on environmental issues and conservation topics. Discuss and debate issues.Write reports, write persuasively to inform others of your opinion, thoughts or concerns, write to get people interested or involved in your issue/project. Talk (and listen) to others and share your learning, your project aims (and achievements) or your new identified action opportunity!
The Arts
Draw, mime, paint, sing, play and role play to communicate your new ideas, learning, understanding and perspectives on the environment or conservation issues.
Health and Physical Education
Identify and plan to manage risks in the outdoors when learning and taking action outside the classroom. Understand the link between healthy nature and healthy people. Learn new outdoor skills. Experience new outdoor recreational activities.
Learning Languages
Explore Māori world views of the environment through better understanding te reo and its many links to defining, describing, naming and providing understanding of our natural world.
Mathematics and Statistics
Measure it! Design an investigation that will help you better understand your local environment. Collect data and analyse it to inform you of next steps and how to take action. How many rats? How many tracking tunnels? How many native birds in your backyard? How do we get more?
Science
Understand life processes of our native flora and fauna, ecology and habitats too. Ask questions, find evidence, carry out investigations. Use your growing science knowledge to make decisions (based on evidence) and take action on environmental issues that concern you. Participate in ‘real life’ local science through conservation projects in your local place.
Social Sciences
Be a decision maker and leader in your community now! Work with local experts and volunteers to better understand how decisions for conservation are made in your community. Better understand different people’s and group’s perspectives on environmental issues. Investigate the causes of our current conservation status and identify opportunities to create a postive change.
Technology
Plan for action! Develop a brief and criteria for your project work. Create positive outcomes and then evaluate feedback and success, to do it even better next time. Explore possible new ways of solving an environmental/conservation challenge to create a new product.
20
Opportunities for action around school and kindergarten
Developing and practising conservation skills
Measure and map your school or local biodiversity.
Plan and set up ways to collect data to better understand what lives in your backyard (numbers of wētā in wētā hotels, bird numbers, numbers and types of both native and pest plants, tracking tunnel information, etc).
Analyse data and make decisions on what action you can take.
Participate in local community days – plant, mulch, weed planting sites with local experts and volunteers.
Clean-up days at local sites.
Propagate native plants – collect local seed, propagate and grow on native plants ready for the next planting season.
Sustainable growing
Mārakai – practise maramataka principles through growing and harvesting your own food.
Re-use organic waste to create new soil (compost, worm farming) for native gardens.
Observing the night sky
Plant and grow by te maramataka/the lunar calendar.
Celebrate the arrival of Matariki/Puaka.
Learning equipment and resources
Consider purchasing equipment and resources made from natural materials (wood, wool, shells, etc) that can be mended rather than thrown away when broken.
Working alongside community partners
There are a multitude of experts and experienced and skilled professionals in every local community. These people are often happy to support local schools and their students with meaningful project work and are just waiting to be asked to support your special project work.
The purpose of the following ideas list is to support teachers to surround their students with as many positive experiences of being in nature as possible. If this is done on a regular basis and becomes part of their everyday experience, we will foster a lifelong connection with nature for all our young people.
Nature-based self-directed play
Natural environments to explore, climb over and jump from are very important, especially for our younger students. These areas are not manicured or necessarily neat and tidy gardens but natural places where sticks, logs and trees set the scene.
You may not yet have a nature-based play area in your school grounds, but this is a perfect opportunity to design/plan and create your own.
Nature and bush kindergarten or field trips
Visit a local park, bush, beach, stream or reserve. These places provide a multitude of learning opportunities.
Play is nature-based and self-directed.
Measure biodiversity and collect data that can be used to inform learning and action back at school.
Compare biodiversity data and observations with other locations (including school grounds).
Being outdoors in all weather
Learn about mitigating risks and plan for fun and safe outdoor adventures and learning.
Te Ao Māori/the Māori world view
What are the local stories of your place? Who was first to settle here?
What are the local landmarks that Māori whakapapa to?
How is Matariki/Puaka celebrated?
What local te maramataka/Māori lunar calendar knowledge can be applied to your project?
21
Restoration through the seasons
Summer/AutumnTerm 1
Autumn/WinterTerm 2
Spring/Summer Term 4
• Water plants
• Collect seed
• Explore local places – what lives there?
• Collect real and useful data about your place:
- map your biodiversity – what native plants live in your place?
- which insects and birds are interacting with your plants (eg bees pollinating flowers)?
- track local animals in tracking tunnels – who lives in your backyard?
- count bird calls
• Weed – release the plants from surrounding weeds
• Mulch new plantings and water if it is a very dry season
• Animals and insects are also on the move and enjoying the warmer weather, monitor their movements
• Trap pest animals
• Think ahead to next year … what kind of planting do you want plants for?
- weaving plants- habitat and food for birds, invertebrates and lizards- plants to prevent erosion - medicinal plants- amenities planting
• Order plants for next year so they have time to grow to a good size
Winter/SpringTerm 3 • Plant while the ground is wet and digging is
easy. The new plants will also have plenty of water to help them settle in
• Mulch around your plants to give them some space from weeds that may grow too close and block out the sun
• Plan a pest animal trapping programme
• Build traps and/or tracking tunnels
• Build insect shelters
• Join The Great Kereru Count! (End of September)
• Weed around new plants
• Draw a planting plan – what/where are you going to plant? How big do things grow? Are some plants better suited to wet/dry/windy places than others? Consider sunlight and soil conditions
• Tell people what you’re going to do. Ask for parent helpers. Book your planting days into the school calendar and newsletters
• Plan /prepare a new planting site
• Propagate new plants – take cuttings, sow seed
• Use your school compost/worm wees to feed your new plants
• Clean and prepare tools
• Keep exploring your local places – what’s happening out there?
• Garden Bird Survey (usually end of June)
Exp
lorin
g th
e lo
cal e
nviro
nmen
t th
roug
h th
e se
ason
s
Invest
igatin
g and
explo
ring
Gath
ering
info
rmat
ionPla
nning
proje
ct ac
tion
Work
ing w
ith ot
hers
Refle
cting
, eval
uating
Exp
lore
you
r lo
cal n
atur
al
envi
ronm
ent.
Get
to
know
you
r lo
cal
spec
ial p
lace
s us
ing
DO
C’s
In t
he
envi
ronm
ent
reso
urce
s.
Wha
t ar
e th
e M
āori
nam
es fo
r p
lant
s,
pla
ces
and
ani
mal
life
?
Rec
ord
you
r ex
per
ienc
es o
utsi
de.
Wha
t d
id y
ou s
ee?
Hea
r? S
mel
l?
Sen
se?
Writ
e ab
out
it, t
alk
abou
t it,
dra
w it
, m
ime
it, d
ance
it, s
ing
it …
Sta
rt t
alki
ng a
nd s
harin
g id
eas.
W
hat
exp
erie
nces
and
kno
wle
dge
d
o yo
u al
read
y ha
ve?
W
hat
que
stio
ns d
o yo
u ha
ve?
W
hat
do
you
won
der
ab
out?
Who
in y
our
com
mun
ity k
now
s ab
out
the
hist
ory
of y
our
loca
l pla
ces?
W
ho u
sed
to
live
here
?
H
ow d
id t
hey
live?
Wha
t d
id y
ou le
arn?
How
did
you
lear
n it?
Wha
t d
o yo
u no
w t
hink
?
Wha
t ar
e th
e ne
xt le
arni
ng s
tep
s?
Wha
t d
o yo
u st
ill w
ond
er a
bou
t?
Take
pho
tos
of le
arni
ng e
xper
ienc
es
and
pro
ject
sta
rtin
g p
oint
s. F
or
spec
ific
site
s ch
oose
a p
hoto
poi
nt
that
all
mea
surin
g p
hoto
s w
ill b
e ta
ken
from
, for
eas
y co
mp
aris
ons
late
r.
Whe
re a
re t
he a
reas
in y
our
loca
l en
viro
nmen
t th
at fe
el a
s th
ough
the
y ha
ve a
str
ong/
wea
k m
auri?
W
hy d
o yo
u th
ink
this
is?
Who
look
s af
ter
and
mak
es d
ecis
ions
ab
out
your
loca
l pla
ces?
Pa
rks,
res
erve
s an
d fo
rest
s
La
kes
St
ream
s an
d r
iver
cor
ridor
s
Es
tuar
ies
and
wet
land
s
C
oast
al a
nd m
arin
e ar
eas
M
ount
ains
Cho
ose
a le
arni
ng fo
cus
abou
t yo
ur
loca
l nat
ural
env
ironm
ent.
Wha
t d
o yo
u al
read
y kn
ow?
Wha
t q
uest
ions
do
you
have
?
Wha
t d
o yo
u w
ond
er a
bou
t?
Col
lect
dat
a –
wha
t ca
lls y
our
loca
l en
viro
nmen
t ho
me?
B
iod
iver
sity
map
pin
g
B
ird c
ount
s
Tr
acki
ng t
unne
ls
Wha
t fu
ndin
g op
tions
are
ava
ilab
le t
o he
lp c
arry
out
the
act
ion?
Th
is y
ear?
N
ext
year
?
Ana
lyse
you
r d
ata.
Wha
t d
oes
it te
ll yo
u? H
ow m
any
is t
oo m
any
or n
ot
enou
gh?
G
ood
or
bad
?
E
ndan
gere
d o
r th
reat
ened
?
Who
els
e in
you
r co
mm
unity
has
in
form
atio
n or
col
lect
s d
ata
that
you
co
uld
use
ab
out
your
loca
l pla
ces?
W
ho w
ould
be
inte
rest
ed in
sh
arin
g th
e d
ata
you
colle
ct?
Wha
t d
o yo
u kn
ow?
Wha
t d
on’t
you
know
?
Wha
t d
o yo
u ne
ed t
o fin
d o
ut?
Wha
t in
form
atio
n d
o yo
u ne
ed?
Pla
n fo
r ac
tion
W
hat
issu
e/op
por
tuni
ty d
o w
e w
ant
to a
dd
ress
?
H
ow c
an w
e us
e ou
r ne
w s
kills
an
d k
now
led
ge t
o ta
ke a
ctio
n?
W
hat
is t
he o
utco
me
we
wan
t to
ac
hiev
e?
W
hat
doe
s su
cces
s lo
ok li
ke?
H
ow m
uch
will
it c
ost?
W
hat
equi
pm
ent
do
we
need
?
D
o w
e ne
ed p
erm
issi
on?
Wha
t ar
e ot
her
kind
erga
rten
s an
d
scho
ols
doi
ng?
C
an y
ou e
xplo
re t
oget
her
and
sh
are
the
lear
ning
?
Ar
e th
ere
pla
ces
you
have
in
com
mon
?
W
hat
coul
d t
hey
teac
h yo
u?
W
hat
coul
d y
ou t
each
the
m?
Who
can
hel
p u
s to
tak
e ac
tion?
Take
pho
tos
of a
ctio
n le
arni
ng
and
pro
gres
s m
ade.
Sav
e th
em
som
ewhe
re s
afe!
Wha
t ar
e ot
her
scho
ols
and
gro
ups
doi
ng t
hat
we
coul
d le
arn
from
?
N
etw
ork
with
sch
ools
in o
ther
p
lace
s.
Sh
are
your
idea
s an
d o
pp
ortu
nitie
s.
Get
bac
k ou
tsid
e an
d e
xplo
re.
W
hat’s
diff
eren
t in
the
win
ter?
W
hy is
it d
iffer
ent?
The
sam
e?
Col
lect
you
r lo
cal i
nfor
mat
ion
and
sh
are
it in
a N
ew Z
eala
nd-w
ide
su
rvey
An
nual
Gar
den
Bird
Sur
vey.
Ex
per
ienc
ing
Bird
s re
sour
ce.
Take
act
ion!
D
on’t
forg
et t
o th
ink
abou
t an
d
imp
lem
ent
good
hea
lth a
nd s
afet
y p
ract
ices
.
In
vite
oth
ers
to jo
in y
ou a
nd s
hare
th
e le
arni
ng a
nd t
he fu
n!
Refl
ect
and
eva
luat
e yo
ur a
ctio
n p
roje
ct
succ
ess
W
hat
wor
ked
wel
l?
W
hat
did
n’t
wor
k?
W
hat
wou
ld y
ou d
o d
iffer
ently
nex
t tim
e?
W
ere
you
succ
essf
ul?
H
ow d
o yo
u kn
ow?
W
ho h
elp
ed y
ou?
Why
? H
ow?
W
hat
advi
ce w
ould
you
hav
e fo
r p
eop
le d
oing
a s
imila
r p
roje
ct?
W
hat
still
nee
ds
to h
app
en?
W
hat m
aint
enan
ce n
eeds
to b
e do
ne?
W
ho w
ill d
o it?
H
ow d
id y
ou s
hare
with
oth
ers?
Sha
re y
our
pla
nnin
g, p
rogr
ess
and
ac
tion
– go
on,
tel
l oth
ers
abou
t it!
Lo
cal p
aper
Sc
hool
new
slet
ter/
web
site
Pr
ogra
mm
e b
log
Take
pho
tos
of a
ctio
n an
d p
rogr
ess
mad
e.
Lab
el t
hem
cle
arly
and
sav
e th
em
som
ewhe
re s
afe!
Get
bac
k ou
tsid
e an
d e
xplo
re.
W
hat’s
diff
eren
t in
the
Sp
ring?
W
hy is
it d
iffer
ent?
Sam
e?
W
hat
need
s m
aint
aini
ng?
Mea
surin
g p
rogr
ess/
succ
ess
W
hat
have
you
ach
ieve
d?
C
olle
ct a
nd r
ecor
d t
he d
ata.
H
ow m
any?
How
muc
h?
C
omp
are
the
dat
a fr
om t
he
beg
inni
ng …
Wha
t’s d
iffer
ent?
Use
pho
tos
to m
easu
re y
our
pro
gres
s an
d a
chie
vem
ents
thi
s ye
ar. U
se t
hem
to
shar
e yo
ur a
chie
vem
ents
with
oth
ers.
Don
’t fo
rget
to
cele
bra
te!
Teac
h ot
hers
and
sha
re y
our
outd
oor
skill
s.
Cel
ebra
te y
our
year
of l
earn
ing
in
your
sp
ecia
l out
doo
r p
lace
.
Wha
t ar
e yo
ur r
ecom
men
dat
ions
for
next
ste
ps?
W
ho c
ould
you
sha
re t
his
with
to
han
d o
ver
know
led
ge a
nd
opp
ortu
nitie
s fo
r fu
ture
act
ion?
W
ho c
an c
ontin
ue t
his
pro
ject
nex
t ye
ar?
Don
’t fo
rget
to
say
than
k yo
u!
Peo
ple
love
d t
o b
e re
cogn
ised
for
thei
r co
ntrib
utio
n …
and
the
y’ll
be
mor
e lik
ely
to w
ant
to h
elp
nex
t tim
e if
you
rem
emb
er t
o sa
y ‘t
hank
you
’.
Th
umb
s up
! In
the
loca
l pap
er.
Ac
know
led
gmen
t in
sch
ool
new
slet
ter/
blo
g/w
ebsi
te.
Th
ank
you
lett
ers/
card
s.
In
vite
the
m b
ack
to c
eleb
rate
.
Who
will
/ c
ould
/ m
ight
con
tinue
thi
s w
ork
next
yea
r?
Ta
lk t
o th
em n
ow a
nd g
et t
hem
in
tere
sted
.
H
and
ove
r th
e kn
owle
dge
and
id
eas
that
you
hav
e.
Wha
t ne
eds
to b
e lo
oked
aft
er o
ver
the
sum
mer
hol
iday
s?
W
ho w
ill d
o w
hat?
W
hen?
H
ow?
Wat
erin
g ro
ster
(if n
eces
sary
) for
ne
w p
lant
s cl
ose
by
a re
liab
le w
ater
so
urce
.
Iden
tify
the
com
mun
ity n
eigh
bou
rs
and
sch
ool f
amili
es t
hat
can
lend
a
hand
and
hel
p o
ut.
TERM
2A
utum
n /
Win
ter
TERM
3W
inte
r/S
pri
ng
TERM
1S
umm
er/A
utum
n
Exp
lorin
g th
e lo
cal e
nviro
nmen
t th
roug
h th
e se
ason
s
Invest
igatin
g and
explo
ring
Gath
ering
info
rmat
ionPla
nning
proje
ct ac
tion
Work
ing w
ith ot
hers
Refle
cting
, eval
uating
Exp
lore
you
r lo
cal n
atur
al
envi
ronm
ent.
Get
to
know
you
r lo
cal
spec
ial p
lace
s us
ing
DO
C’s
In t
he
envi
ronm
ent
reso
urce
s.
Wha
t ar
e th
e M
āori
nam
es fo
r p
lant
s,
pla
ces
and
ani
mal
life
?
Rec
ord
you
r ex
per
ienc
es o
utsi
de.
Wha
t d
id y
ou s
ee?
Hea
r? S
mel
l?
Sen
se?
Writ
e ab
out
it, t
alk
abou
t it,
dra
w it
, m
ime
it, d
ance
it, s
ing
it …
Sta
rt t
alki
ng a
nd s
harin
g id
eas.
W
hat
exp
erie
nces
and
kno
wle
dge
d
o yo
u al
read
y ha
ve?
W
hat
que
stio
ns d
o yo
u ha
ve?
W
hat
do
you
won
der
ab
out?
Who
in y
our
com
mun
ity k
now
s ab
out
the
hist
ory
of y
our
loca
l pla
ces?
W
ho u
sed
to
live
here
?
H
ow d
id t
hey
live?
Wha
t d
id y
ou le
arn?
How
did
you
lear
n it?
Wha
t d
o yo
u no
w t
hink
?
Wha
t ar
e th
e ne
xt le
arni
ng s
tep
s?
Wha
t d
o yo
u st
ill w
ond
er a
bou
t?
Take
pho
tos
of le
arni
ng e
xper
ienc
es
and
pro
ject
sta
rtin
g p
oint
s. F
or
spec
ific
site
s ch
oose
a p
hoto
poi
nt
that
all
mea
surin
g p
hoto
s w
ill b
e ta
ken
from
, for
eas
y co
mp
aris
ons
late
r.
Whe
re a
re t
he a
reas
in y
our
loca
l en
viro
nmen
t th
at fe
el a
s th
ough
the
y ha
ve a
str
ong/
wea
k m
auri?
W
hy d
o yo
u th
ink
this
is?
Who
look
s af
ter
and
mak
es d
ecis
ions
ab
out
your
loca
l pla
ces?
Pa
rks,
res
erve
s an
d fo
rest
s
La
kes
St
ream
s an
d r
iver
cor
ridor
s
Es
tuar
ies
and
wet
land
s
C
oast
al a
nd m
arin
e ar
eas
M
ount
ains
Cho
ose
a le
arni
ng fo
cus
abou
t yo
ur
loca
l nat
ural
env
ironm
ent.
Wha
t d
o yo
u al
read
y kn
ow?
Wha
t q
uest
ions
do
you
have
?
Wha
t d
o yo
u w
ond
er a
bou
t?
Col
lect
dat
a –
wha
t ca
lls y
our
loca
l en
viro
nmen
t ho
me?
B
iod
iver
sity
map
pin
g
B
ird c
ount
s
Tr
acki
ng t
unne
ls
Wha
t fu
ndin
g op
tions
are
ava
ilab
le t
o he
lp c
arry
out
the
act
ion?
Th
is y
ear?
N
ext
year
?
Ana
lyse
you
r d
ata.
Wha
t d
oes
it te
ll yo
u? H
ow m
any
is t
oo m
any
or n
ot
enou
gh?
G
ood
or
bad
?
E
ndan
gere
d o
r th
reat
ened
?
Who
els
e in
you
r co
mm
unity
has
in
form
atio
n or
col
lect
s d
ata
that
you
co
uld
use
ab
out
your
loca
l pla
ces?
W
ho w
ould
be
inte
rest
ed in
sh
arin
g th
e d
ata
you
colle
ct?
Wha
t d
o yo
u kn
ow?
Wha
t d
on’t
you
know
?
Wha
t d
o yo
u ne
ed t
o fin
d o
ut?
Wha
t in
form
atio
n d
o yo
u ne
ed?
Pla
n fo
r ac
tion
W
hat
issu
e/op
por
tuni
ty d
o w
e w
ant
to a
dd
ress
?
H
ow c
an w
e us
e ou
r ne
w s
kills
an
d k
now
led
ge t
o ta
ke a
ctio
n?
W
hat
is t
he o
utco
me
we
wan
t to
ac
hiev
e?
W
hat
doe
s su
cces
s lo
ok li
ke?
H
ow m
uch
will
it c
ost?
W
hat
equi
pm
ent
do
we
need
?
D
o w
e ne
ed p
erm
issi
on?
Wha
t ar
e ot
her
kind
erga
rten
s an
d
scho
ols
doi
ng?
C
an y
ou e
xplo
re t
oget
her
and
sh
are
the
lear
ning
?
Ar
e th
ere
pla
ces
you
have
in
com
mon
?
W
hat
coul
d t
hey
teac
h yo
u?
W
hat
coul
d y
ou t
each
the
m?
Who
can
hel
p u
s to
tak
e ac
tion?
Take
pho
tos
of a
ctio
n le
arni
ng
and
pro
gres
s m
ade.
Sav
e th
em
som
ewhe
re s
afe!
Wha
t ar
e ot
her
scho
ols
and
gro
ups
doi
ng t
hat
we
coul
d le
arn
from
?
N
etw
ork
with
sch
ools
in o
ther
p
lace
s.
Sh
are
your
idea
s an
d o
pp
ortu
nitie
s.
Get
bac
k ou
tsid
e an
d e
xplo
re.
W
hat’s
diff
eren
t in
the
win
ter?
W
hy is
it d
iffer
ent?
The
sam
e?
Col
lect
you
r lo
cal i
nfor
mat
ion
and
sh
are
it in
a N
ew Z
eala
nd-w
ide
su
rvey
An
nual
Gar
den
Bird
Sur
vey.
Ex
per
ienc
ing
Bird
s re
sour
ce.
Take
act
ion!
D
on’t
forg
et t
o th
ink
abou
t an
d
imp
lem
ent
good
hea
lth a
nd s
afet
y p
ract
ices
.
In
vite
oth
ers
to jo
in y
ou a
nd s
hare
th
e le
arni
ng a
nd t
he fu
n!
Refl
ect
and
eva
luat
e yo
ur a
ctio
n p
roje
ct
succ
ess
W
hat
wor
ked
wel
l?
W
hat
did
n’t
wor
k?
W
hat
wou
ld y
ou d
o d
iffer
ently
nex
t tim
e?
W
ere
you
succ
essf
ul?
H
ow d
o yo
u kn
ow?
W
ho h
elp
ed y
ou?
Why
? H
ow?
W
hat
advi
ce w
ould
you
hav
e fo
r p
eop
le d
oing
a s
imila
r p
roje
ct?
W
hat
still
nee
ds
to h
app
en?
W
hat m
aint
enan
ce n
eeds
to b
e do
ne?
W
ho w
ill d
o it?
H
ow d
id y
ou s
hare
with
oth
ers?
Sha
re y
our
pla
nnin
g, p
rogr
ess
and
ac
tion
– go
on,
tel
l oth
ers
abou
t it!
Lo
cal p
aper
Sc
hool
new
slet
ter/
web
site
Pr
ogra
mm
e b
log
Take
pho
tos
of a
ctio
n an
d p
rogr
ess
mad
e.
Lab
el t
hem
cle
arly
and
sav
e th
em
som
ewhe
re s
afe!
Get
bac
k ou
tsid
e an
d e
xplo
re.
W
hat’s
diff
eren
t in
the
Sp
ring?
W
hy is
it d
iffer
ent?
Sam
e?
W
hat
need
s m
aint
aini
ng?
Mea
surin
g p
rogr
ess/
succ
ess
W
hat
have
you
ach
ieve
d?
C
olle
ct a
nd r
ecor
d t
he d
ata.
H
ow m
any?
How
muc
h?
C
omp
are
the
dat
a fr
om t
he
beg
inni
ng …
Wha
t’s d
iffer
ent?
Use
pho
tos
to m
easu
re y
our
pro
gres
s an
d a
chie
vem
ents
thi
s ye
ar. U
se t
hem
to
shar
e yo
ur a
chie
vem
ents
with
oth
ers.
Don
’t fo
rget
to
cele
bra
te!
Teac
h ot
hers
and
sha
re y
our
outd
oor
skill
s.
Cel
ebra
te y
our
year
of l
earn
ing
in
your
sp
ecia
l out
doo
r p
lace
.
Wha
t ar
e yo
ur r
ecom
men
dat
ions
for
next
ste
ps?
W
ho c
ould
you
sha
re t
his
with
to
han
d o
ver
know
led
ge a
nd
opp
ortu
nitie
s fo
r fu
ture
act
ion?
W
ho c
an c
ontin
ue t
his
pro
ject
nex
t ye
ar?
Don
’t fo
rget
to
say
than
k yo
u!
Peo
ple
love
d t
o b
e re
cogn
ised
for
thei
r co
ntrib
utio
n …
and
the
y’ll
be
mor
e lik
ely
to w
ant
to h
elp
nex
t tim
e if
you
rem
emb
er t
o sa
y ‘t
hank
you
’.
Th
umb
s up
! In
the
loca
l pap
er.
Ac
know
led
gmen
t in
sch
ool
new
slet
ter/
blo
g/w
ebsi
te.
Th
ank
you
lett
ers/
card
s.
In
vite
the
m b
ack
to c
eleb
rate
.
Who
will
/ c
ould
/ m
ight
con
tinue
thi
s w
ork
next
yea
r?
Ta
lk t
o th
em n
ow a
nd g
et t
hem
in
tere
sted
.
H
and
ove
r th
e kn
owle
dge
and
id
eas
that
you
hav
e.
Wha
t ne
eds
to b
e lo
oked
aft
er o
ver
the
sum
mer
hol
iday
s?
W
ho w
ill d
o w
hat?
W
hen?
H
ow?
Wat
erin
g ro
ster
(if n
eces
sary
) for
ne
w p
lant
s cl
ose
by
a re
liab
le w
ater
so
urce
.
Iden
tify
the
com
mun
ity n
eigh
bou
rs
and
sch
ool f
amili
es t
hat
can
lend
a
hand
and
hel
p o
ut.
TERM
4S
pri
ng/S
umm
er
HOLI
DAYS
Sum
mer
Student inquiry learning cycle
1. Dive in• What do we know
already?
• Sharing experiences
• Introducing knowledge
8. Implementing action
3. Investigate• How will we answer our
questions?
• Finding out more information
• Sorting and organising information
• Understanding new concepts
4. Extending thinking• What does the information tell us?
• Thinking about patterns/trends
• Exploring values/perspectives
• Do we need more information?
6. Sharing our findings
• Who is our audience?
• Sharing knowledge and experiences through citizen science
• Sharing our new understandings
5. Coming to conclusions• What did we find out?
• Problem solving/creating new ideas
• What are we going to do with our new learning?
Developing knowledge and skillsEducation ABOUT the environment
Connecting to nature and PlaceEducation IN the environment
9. Review and reflect• How did it go?
• What did we learn?
• How did our action help?
• What are the next steps?
Taking action to restore, grow and protect our natureEducation FOR the environment
2. Ask• What are we wondering?
• Which questions will we investigate?
7. Planning for Action• What action will we take?
• Which issues will this address?
The Environmental Education inquiry cycle is a continuous learning process. The solid lines represent the opportunity for focussed teaching and learning ABOUT, IN or FOR the environment. The dotted lines reflect
the potential for ongoing opportunities in these dimensions.
24
25
DOC has led the development of the Collaborative Community Education Model (CCEM). This is a framework for schools to provide students with real-life
experiences by providing teaching and learning based on an authentic conservation context, with support from their local community.
Education programmes based on this model endeavour to develop these five principles.
Authentic teaching and learning opportunity and context
Collaboration – across year levels, between schools and with the wider community
Student led – an ethos of ‘students in the driver’s seat’
Vertical approach – a continuous (cross-curriculum) learning journey
Teacher professional development and support.
Underpinning principles of the CCEM
An authentic teaching and learning opportunityTeaching based on the CCEM uses authentic conservation and restoration opportunities (and issues) in the local community, in conjunction with local volunteers and experts alike. The problems and challenges are real and meaningful, as are the opportunities to apply learning, take a leadership role and create positive change.
Schools working together and collaborating across the wider communityAs clearly seen in the diagram on the next page, schools are at the heart of the CCEM. Students within a community of schools (across all ages) are participants in the programme and where possible work together and across ages and school groups. This may include working on a common project, Ako with kids teaching kids (or teachers) to share their learning and expert knowledge with others, Tuakana teina (big brother, little brother) approach of sharing knowledge, or simply supporting learning and project work others are doing.
Wrapped around shools are a network of partnering groups and organisations with different skills, strengths and perspectives. Between the two groups is the Education Coordinator who acts as a supporter, networker and connector between all partnering groups and schools, depending on the needs and opportunities.
An ethos of ‘students in the driver’s seat’ Programmes based on the CCEM are both for students and led by students. Through an action-oriented inquiry learning process, students make decisions about how to apply their learning to help contribute to the local conservation opportunity. Students themselves drive the learning and the ensuing action, depending on their interest and motivation.
A key leadership component of the model is the Student Leadership Team, made up of representative students from the participating schools. These students have leadership roles and responsibilities that are unique to this team.
CHAPTER 3
THE COLLABORATIVE COMMUNITY EDUCATION APPROACH
DOC
Businesses
Iwi
Nationalorganisations
Localcouncil
Regionalcouncil
Localexperts
Communityorganisations
Primaryschool(s)
Early childhoodcentre(s)
Secondaryschool(s)
Real-life local project
Coordinator
Stud
ent L
eade
rship
Team Strategic Leadership Group
Opportunity to create positiv
e change
26
A continuous (cross-curriculum) learning journeyThese CCEM programmes are for students of all ages, from kindergarten, to primary and through to the end of secondary education. Learning opportunities cover all curriculum areas and students with strengths across the curriculum have an opportunity to contribute to the programme and specific project components, for example tree planting, web page development, communications (including media and promotion), graphic (logo) design, statistical analysis of data, and so on.
Teacher professional development and supportEmbedding conservation education within school curricula requires teachers who are confident using the natural environment as a teaching and learning context. Therefore, on-going professional development opportunities and support are a necessary component of the CCEM. Workshops related to assessing biodiversity within a green space, plant propagation, pest trapping and cultural perspectives are some examples of teacher learning opportunities.
Key strategic roles
Programme strategy development and leadership by two important groups:
1. The Strategic Leadership Group, comprising representatives from partnering organisations.
2. The Student Leadership Team, comprising nominated students from participating schools.
The Coordinator role is essential to facilitate interactions between the schools and community partners to achieve the programme goals, as identified in the strategy.
The Collaborative Community Education Model
27
How the Collaborative Community Education Model works
Key groups and people
Student Leadership Team
The Student Leadership Team (SLT) is one of two leadership groups in the CCEM, as programmes based on this model are both for students and led by students.
The SLT is made up of representatives from the participating schools and is the platform for student collaboration both across schools and across the programme, as SLT also works alongside local community experts and advisors. These students have unique leadership roles and responsibilities and are the ‘vehicle’ for meaningful collaboration and cooperation between schools, the Strategic Leadership Group (see below) and the wider community.
The SLT make decisions about how to apply their collective learning to contribute to local conservation opportunities by working to strengths, supporting each other’s schools and conservation initiatives as well as ensuring collaborative action across all participating schools/groups. For more information, refer to the ‘SLT terms of reference’ (refer page 38).
Strategic Leadership Group
The Strategic Leadership Group (SLG) is the second leadership group found in CCEM-based programmes. With representatives from key stakeholder/partner groups it provides the strategic leadership for the local programme. Securing funding for the programme, providing expert and specialist advice and support for action project work and supporting schools to provide Māori conservation perspectives are just some of the work they do. See ‘How can partnering organisations support you?’ (refer page 34) for further information.
The Education Coordinator
The Education Coordinator connects people and ideas. The coordinator supports teachers, facilitates the strategic planning and ensures the schools at the heart of the programme have all they need to provide the authentic real-life conservation teaching and learning opportunities for their students.
The role of the coordinator is to support schools to make the most of partnering organisations’ support and special talents and this is most easily achieved if the coordinator is aware of progress, needs and intended next steps at schools. The coordinator is the glue and the coordination and communication ‘guru’ that brings people and opportunities together.
Key ways of workingStrategic planning and effective partnerships are two key elements of the CCEM in which everyone has a role and responsibility. Some key ways of working in relation to strategic planning and effective partnerships are described over the page.
28
Working to strengths
Teaching is a specialist and highly skilled profession and one that takes a lot of training and practice to perfect. For this very good reason we therefore define the teacher as responsible for leading the teaching (and learning opportunity) when working alongside staff and volunteers from partnering organisations.
Partnering organisations bring special talents and knowledge to a project/programme and usually have willing and enthusiastic staff and/or volunteers keen to share what they know. They are not, however, teachers or have specialist teaching experience. For students to get the maximum benefit from their contribution it is important to define and clearly communicate roles and responsibilities when working together, to ensure support people are always working to their strengths, and sharing their expert knowledge and skills in the most appropriate way.
Commitment at the organisational level
To work cooperatively on a local collaborative community education project takes commitment and dedication from a wide range of people and partnering groups. This is best enabled and supported when there is a commitment at the organisational level of each partnering group. From a school’s perspective, this requires a commitment from the school management and preferably also the governing Board of Trustees. This commitment then validates and empowers teachers to invest their time and energy in planning and implementing teaching and learning programmes around the local conservation context.
Ongoing transparent communication
Good communication is essential between partners of a collaborative community education project.
There are different types of communication required from schools including:
Communication with the coordinator about progress, next steps and needs, achievements and celebrations.
Sharing planning and project work with other participating schools. This enables schools and teachers/students to identify the opportunities to work together and collaborate on both learning and projects.
Communicating key messages of the collaborative project vision and goals when talking to media.
Annual communication and feedback to enable reflection and review of the programme.
With the coordinator as the link between schools and the Strategic Leadership Group, ongoing and transparent two-way communication between the coordinator and the schools is essential. The coordinator can support teachers and request support from the SLG representatives but also share progress and achievements that provide important feedback. Monitoring challenges, achievements and needs is an essential part of strategic planning and overall success of the programme itself. Likewise, teachers and schools can expect communication back the other way from the SLG, to ensure transparency and good understanding of the work this group is doing.
Regular strategic review and implementation of feedback
A core component of the CCEM is the commitment to a regular strategic review process. This is led annually by the SLG and teacher/school feedback is an essential part of this process.
APPENDICES
is a conservation education programme based on the Collaborative Community Education Model (CCEM). In short, the CCEM aims to unite early childhood organisations and schools with a common purpose of connecting to and taking action for the natural environment while simultaneously implementing learning programmes based on contemporary pedagogy.
Further detail can be found in A collaborative community approach to conservation education: A guide for teachers.
Based on this understanding of the CCEM and the vision (as shown below), this workbook assists teachers and administrators to integrate with their respective school curriculum each year.
Vision
Underpinning programme componentsEducation programmes based on this model endeavour to develop these five principles.
Authentic teaching and learning opportunity and context
Collaboration – across year levels, between schools and with the wider community
Student led – an ethos of ‘students in the driver’s seat’
Vertical approach – a continuous (cross-curriculum) learning journey
Teacher professional development and support
Coordinator contactsName:
Cellphone:
Email:
30
APPENDIX A: TEACHER PLANNING WORKBOOK
PROJECT-BASED SCHOOL PLANNING
Projects for 2017
Overview
Participating kindergartens/schools 2017
Community restoration projects What local community restoration project work is already planned that students may be able to contribute to, working alongside volunteers?
Kindergarten/school restoration projects
31
32
Teacher questions – Projects1. What project(s) will your kindergarten/school be involved in and how does this
involvement contribute to the vision of the programme?
2. Is your kindergarten/school interested in working with others? If so, which kindergartens/schools and how?
3. For kindergartens only: All kindergarten students are invited to attend any of the Student Leadership Team (SLT) monthly experiences/meetings. How can we best plan to integrate your students into these activities?
4. Kindergartens/schools: How can your SLT reps be supported to share their learning from the collaborative restoration project when developing your own restoration project?
5. How can your SLT reps be supported to share their learning from their involvement in the programme with others in your school community?
33
Support for kindergartens/schools
Support from Education Coordinator
Support from community partners
Available resources
Professional development workshops for teachers
34
How can partnering organisations support you?
Department of Conservation
Local restoration group
Local Council
Māori Trust Board/Rūnanga/Rūnaka
35
Teacher questions – Support
1. Who is your lead teacher(s) and what are their contact details (phone and email)? What is the best timing for the monthly coordinator catch-up?
2. What support/resources will your kindergarten/school need for your own project(s)? When will you require this support/these resources? Please identify any additional funding/resources/professional development you may require that is not listed already.
3. Who are your SLT reps and how were they nominated?
4. What is the best timing for these students to work at the restoration site, for example once per month? ▪ What is the best timing for the coordinator to work with these students on a weekly basis back at school?
▪ Is it possible for the coordinator to directly communicate with these students (e.g., email, phone)?
▪ We will need one teacher (can be any teacher) to help two times during the 2017 school year calendar at the restoration site.
▪ Who should the coordinator contact to arrange this support?
36
5. How can the programme support your health and safety documentation requirements for students participating in affiliated projects/activities? Are there any issues you can foresee with either the proposed projects and/or students?
6. How can your kindergarten/school support the partnering organisations (e.g., acknowledgement in newsletters, invitations to special events etc)?
37
March
April
May
June
July
August
September
October
November
Celebrate!!
APPENDIX B:LOCAL PROJECT 2017 CALENDAR4
4 See Appendix E for other environmental dates and links you may wish to tap into.
38
PurposeThe purpose of having a Student Leadership Team is to ensure the students from the participating Kids Greening Taupō schools have an opportunity to connect and collaborate with each other and develop as leaders. We also expect them to bring a young people’s perspective to the education and environmental goals the programme seeks as well as the community outreach component of the programme.
MahiComponents of the Leadership Team work include;
Sharing their schools’ learning, achievements and challenges of their Kids Greening projects with each other.
Being ambassadors of the Kids Greening project within their schools and their wider community.
Identifying opportunities to collaborate across schools to support project work and further both education and conservation outcomes.
Establishing criteria and supporting the ongoing management of the Kids Greening Take Action Project fund. This may include obtaining further funding, allocating funding and working with potential sponsors and partners.
Having input into the review of the terms of reference and the annual plan for the project.
Assisting with the transition and induction of new Leadership Team members.
Establishing a process to capture the kindergarten student voice.
APPENDIX C:TERMS OF REFERENCE TO ESTABLISH A STUDENT LEADERSHIP TEAM
Note: This is an example
from Kids Greening
Taupō
39
Selection criteriaThe nomination and selection process needs to consider the dual purpose and opportunity that the Student Leadership Team provides; those of leadership as well as the Kids Greening goals.
Time frame: Student selections (four to six students) in Term 4 for the coming year. Leadership Team training workshop and first meeting in February.
Student mix: Male/female, Pākehā/Māori/other ethnicities, introvert/extrovert, talkers/doers/thinkers, socio-economic mix, achievers/potential achievers, cross-curricula strengths, skill range mix including outdoors/technical/communications/artistic/academic, emerging leaders and those with potential to lead.
Applications: Verbal, artwork or written presentation of why they want to join and their vision for Kids Greening.
Commitment: Students, parents and teachers will commit to the SLT monthly work at Spa Park and regular contributions to Kids Greening projects at school.
40
Each kindergarten/school can apply for funds up to $300 to take action in relation to a relevant environmental project.
To apply, the student leadership representatives (respective to the subject kindergarten/school) should submit a short proposal providing the following information:
Where is the project located?
What action for the environment will you take? What will the completed action look like?
How does this action fit with our programme vision?
What environmental issue or opportunity are you addressing?
What learning has already been done to ensure this action is successful?
What new skills and knowledge will you use to complete the action project?
How many students, and from which year levels, will be involved?
What is the time frame for the project?
Does the project involve collaboration (e.g., with other people in your wider school network, other kindergartens/schools, community organisations)? If so, how and with whom?
An application can be submitted at any time during the school year.
Please provide your school’s bank account number.
Your application will be reviewed at the next Student Leadership Team meeting. Approval for funding will be granted by the Student Leadership Team if the application provides all the necessary information (as per the questions above) and clearly demonstrates that the project takes action for increasing biodiversity.
Additional suggestions/feedback may be provided by the Student Leadership Team.
Student leaders Principal
Endorsed by the Strategic Leadership Group
APPENDIX D:TAKE ACTION PROJECT FUND CRITERIA AND APPLICATION PROCESS
41
TERM 12 February World Wetlands Day wetlandtrust.org.nz
25 Feb – 5 March Sea Week seaweek.org.nz
March Whio Awareness Month whioforever.co.nz
25 March Earth Hour earthhour.org
21 March International Day of Forests fao.org/forestry/idf/en
22 March World Water Day worldwaterday.org
TERM 222 April Earth Day earthday.org
30 April Save the Frogs Day nzfrogs.org
10–11 May World Migratory Birds Day worldmigratorybirdday.org
22 May International Biodiversity Day cbd.int/idb/2017
5 June Arbor Day NZ / World Environment Day worldenvironmentday.global
24 June – 2 July New Zealand Garden Bird Survey landcareresearch.co.nz
3 – 7 July Sir Peter Blake Leadership Week sirpeterblaketrust.org/leadershipweek
TERM 311–17 September Keep NZ Beautiful Clean Up Week knzb.org.nz
September Great Kereru Count greatkererucount.nz
24 September World Rivers Day worldriversday.com
4 October World Animal Day worldanimalday.org.uk/
2 October World Habitat Day unhabitat.org/world-habitat-day
14 – 22 October Conservation Week conservationweek.org.nz
TERM 4October Save Kiwi Month doc.govt.nz/news/events/national-events/
save-kiwi-month/
11 December International Mountains Day un.org/en/events/mountainday
SUMMER HOLIDAYSInclude any local holiday programmes and events
APPENDIX E:ADDITIONAL ENVIRONMENTAL DATES/LINKS
42
Tēnā koutou Formal greeting to three or more people
Ko (name of your mountain) te maunga My mountain is (name of your mountain)
Ko (name of your river) te awa My river is (name of your river)
Ko (name of your tribe) te iwi My tribe is (name of your tribe)
Ko (your name) ahau My name is (your name)
Tēnā koutou Acknowledging the people who have passed on
Tēnā koutou Acknowledging the people present
Tēnā koutou katoa Acknowledging the people still to come
APPENDIX F:
A BASIC PĒPEHA
43
Inquiry learning is a constructivist approach, where the student is at the centre of learning. Students form and develop a learning inquiry to investigate aspects of the topic and build a depth of understanding through questioning, thinking and research.
This teaching model incorporates a variety of thinking skills, information literacy skills and integrates well with information technology.
Stages in the inquiry model
Stage 1: Dive inIntroducing the topic and immersing students in the subject/context. Information is gathered about the prior knowledge of students in order to develop a unit plan which will meet their learning needs, prior experiences and interests. Key concepts are introduced to form a foundation of knowledge for a learning inquiry.
Key questions:
What do we know already?
What experiences have we had?
Stage 2: AskStudents now begin to ask questions and explore their ideas. Questions can be grouped with one main ‘big/essential’ question and several minor questions. A big/essential question has multiple answers and is an open question, requiring extensive research to answer. This forms the foundation of the inquiry.
Key questions:
What are we wondering? What do we want to know?
Which questions will we investigate?
APPENDIX G:
INQUIRY-BASED LEARNING
Note: The learning experiences within the resource are a guide only. Teachers can adjust the activities and
learning sequence to suit the needs and interests of
students.
44
Stage 3: InvestigateAt this stage of the inquiry, students are investigating their questions and further exploring the topic. Their research should be driven by their interests and inquiry questions. Students can follow lines of further inquiry to find out more information from relevant sources. They begin to organise and filter information.
Key questions:
How will we answer our questions?
Which information is relevant to our inquiry?
How can we organise the information?
Stage 4: Extending thinkingAt this stage of the inquiry, students are encouraged to use specific thinking skills to further explore a topic and seek a deeper understanding. Students now take the information they have gathered and begin to compare, contrast and sort. The information connects to what they already know or supports them forming new concepts. Students also look into aspects of social inquiry: values and perspectives and consider people’s responses and decisions.
Key questions:
What does the information tell us?
Can we see any patterns/trends?
Do we need more information?
Stage 5: Coming to conclusionsNext, students take a holistic view of information they have gathered, compared and organised. They begin to draw conclusions. Students make decisions about the current situation and which issue is most engaging and relevant to them.
Key questions:
What did we find out?
What new ideas have come from this information?
What are we going to do with these new ideas?
45
Stage 6: Sharing our findingsStudents can now share their ideas, information, conclusions and observations with a selected audience. This can be a powerful link to community and lead to collaboration and further information sharing. Sharing also helps students to consolidate their learning.
Key questions:
Who do we want to share this information with?
How can we communicate our knowledge and ideas?
What does our audience think?
Stage 7: Planning for actionStudents now create a brief, outlining their action and how it will target the focus issue. Now there is a focus for action they can begin to plan how to take action for their local environment.
Key questions:
What can we do to help this situation – what action will we take?
What issue will this address?
What will we need? Who will help us?
Stage 8: Implementing actionNow it’s time to have fun. Students do real work to apply their learning and understanding to take action. The action should target the focus issue and aim to create a positive future.
Key questions:
Are we following our brief and criteria?
Is our action making a difference?
Stage 9: Review and reflectAfter carrying out an environmental action students can now reflect on how it went. This may lead to further inquiry.
Key questions:
Did we do what we set out to do?
How did it go? What are the next steps?
doc.govt.nz/education
