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WaiholaWaiporiWetlandsAn environmental education resource kitfor use in the Sinclair Wetlands(Te Nohoaka o Tukiauau)

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CONTENTS

Using this resource 4

Te Nohoaka a Tukiauau (Sinclai wetlands): Site Information 9

Site Activities 13

Activity 1: Sound Log 16

Activity 2: In the Supermarket 18

Activity 3: Navigation and oral maps 19

Activity 4: How wetlands work 20

Activity 5: Nature awareness treasure hunt 21

Activity 6: Bird counts 22

Activity 7: Global threats, local environments 23

Activity 8: Selecting a site 24

Related Resources (including websites) 25

Resource Evaluation Form 27

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USING THIS RESOURCE

This resource kit is part of a Department of Conservation and Käi Tahu ki Araiteuru

initiative to encourage teachers to plan exciting, educational experiences on key

conservation sites in coastal Otago.

Wetlands are one of New Zealand’s rarest ecosystems, with less than 10% of the

country’s natural, unmodified wetlands remaining today. The Waihola-Waipori

wetlands are regarded as the best example of this type of habitat on the Otago

coast. The area is nationally and internationally recognised as a precious refuge for

many threatened and endangered species of plant, fish and bird.

The names Waihola and Waipori are probably derived from the early Mäori

occupants, the Waitaha people. ‘Wai’ means water and ‘hola’ is the Waitaha form of

‘hora’, meaning ‘flat’, ‘spread out’ or ‘widespread’. Waipori may be a misrecording

of ‘Waipouri’, the name used in many older manuscripts to refer to the dark, tannin-

stained water draining the heavily wooded Waipori catchment.

This kit focuses on the Sinclair Wetlands, a privately owned property within the

wider Waihola-Waipori wetlands. The Crown returned this property to Te Rünanga

o Käi Tahu ownership in 1998 as part of the Käi Tahu Claims Settlement Act.

The first half of this document provides general information on the history of the

area – its importance as a source of traditional foods and fibres for southern Mäori

and drainage for agriculture by European settlers in the early 1800s – its restoration

as a natural habitat for wildlife since 1960 and its ecological values today.

CURRICULUM LINKS

The second part of the resource kit offers a selection of pre-visit, on-site and follow-

up activities to provide students with a range of experiences in, about, and for the

environment. These suggestions can be adapted to any age/level and provide

learning experiences that:

• Encourage safe and informed use of conservation sites;

• Cover the seven essential learning areas of the New Zealand curriculum using the

relevant achievement objectives listed in the Guidelines for Environmental

Education in New Zealand Schools ((1999, Ministry of Education);

• Include a Mäori cultural perspective with particular reference to technology;

• Value the Sinclair Wetlands as part of Otago’s environmental heritage.

The Guidelines for Environmental Education in New Zealand Schools promote

education for the environment. People are encouraged to think about their

attitudes, values and life-style choices against the impact on the environment.

An understanding of the construction and use of Mäori technology provides

valuable insights into the physical properties, adaptations and behaviour of plants

and animals in this environment. It also highlights the interconnectedness of this

habitat with other sites in the Otago region.

When planning post-visit activities, students are encouraged to use an action-

oriented approach that promotes informed action to address environmental issues

raised during the visit. See Appendix 5, Guidelines for Environmental Education

in New Zealand Schools.

Some suggestions are given in the post-visit section but an action-oriented approach

is most effective when students take responsibility for their own planning and

carrying out their activities in partnership with others.

In the southern Kai Tahu dialect,

‘ng’ is often replaced by ‘k’.

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OUTDOOR SAFETY

When planning a visit to the wetlands, make sure school policy and the correct

procedures are followed. For example, you will need to do a risk analysis

management plan for your visit.

Points to remember:

• Brief students on outdoor safety before the visit and remind them again on arrival

to take care.

• Groups must remain on marked tracks and should stay together at all times.

• Tracks are bordered by deep, drainage ditches so it is potentially dangerous for

anyone to wander off on their own. Much of the wetlands are inaccessible on

foot.

• Parents and helpers should be well briefed on their responsibilities - mainly to

know exactly where their charges are at all times.

• The study sites are all on open land close to the main tracks so the possibility of

getting lost is minimal.

For further in-depth information on outdoor safety refer to:

• Education Outside The Classroom: Guidelines For Good Practice (Ministry of

Education, 1995)

• Managing Risks in Outdoor Activities (Mountain Safety Manual 27, 1993)

• Outdoor Safety Management Systems (EONZ, 1998)

• Outdoor Pursuits Guidelines For Educators (Hillary Commission, 1996)

• Water Safety Across the Curriculum (Water Safety New Zealand, 2000)

School groups should be aware the wetlands were occupied or visited by

Maori for many centuries and may have urupä (burial grounds) and other

wähi tapu (sacred) sites that were restricted areas to the täkata whenua

(local people). Groups should respect cultural protocols by observing tikanga

(customs) where possible, for example, not taking food on to such sites.

Before your site visits you may like to check the environmental care code on DoC’s

web site (http://www.doc.govt.nz/Explore/NZ-Environmental-Care-Code.asp).

Below is a summary of the main points:

ENVIRONMENTAL CARE CODE CHECKLIST

• Protect plants and animals

• Remove rubbish

• Bury toilet waste

• Keep streams and lakes clean

• Take care with fires

• Camp carefully

• Keep to the track

• Consider others

• Respect our cultural heritage

• Enjoy your visit

Protect the environment for your own sake, for the sake of those who come after

you, and for the environment itself.

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HISTORY

The wetlands were once much larger in area than they are today. The whole Taieri

Plain south of Mosgiel was virtually one large, forested swamp that supported an

abundance of vegetation and wildlife. Lakes and ponds were much deeper than the

present day with gravel beds that have since been overlaid by silt and mud.

The area was a major mahika kai (food gathering) resource for successive waves of

Waitaha, Käti Mamoe and Kai Tahu occupation of the Araiteuru (Otago) coast for

hundreds of years before the arrival of Europeans (See “Mahika kai” section for

details).

European settlers arrived in the mid-1800s and began draining the Taieri Plain for

agriculture. Three shallow lakes – Lakes Tatawai, Potaka and Marama Te Taha (Loch

Ascog) – have disappeared, waterways have been filled in and a network of ditches

was dug to drain the swampy, fertile soils for grazing and cropping through until

the present day.

Stopbanks were built to contain the tidal Taieri and Waipori Rivers within their

banks and to protect newly drained farmland from flooding. By the late 1800s much

of the better agricultural land had been drained for food production.

Today an estimated 70% of the original wetland has been drained for productive

farmland, primarily for dairying and cropping. This progressive loss of habitat has

put many native wildlife species under threat.

MAHIKA KAI (FOOD GATHERING)

The whole lower Taieri wetlands were like a huge “supermarket” for southern

Maori living in coastal Otago.

The area supported a number of permanent settlements. There were three pä or

kaika (villages) near Henley – Omoua, Maitapapa, and Takaaihiau - and another,

Paritaniwha Pä, near Momona. Whakaraupuka Pä (now known as Ram Island in the

centre of the Sinclair wetlands) was once the temporary refuge of a famous Käti

Mamoe chief Tukiauau, on his retreat south ahead of his Kai Tahu foe advancing

from their northern strongholds of Kaiköura and Kaiapoi.

A network of waterways and lakes connected the Taieri and Waipori River systems,

providing easy access by waka (canoe) or mokihi (raft). The coast was only a couple

of hours away through the lower Taieri Gorge at Moturata (Taieri Mouth), which

linked inhabitants with established trade routes up and down the coast.

Hapü (sub-tribe) from Otakou, Purakaunui and Puketeraki (near Karitane) regularly

visited the wetlands by this route on seasonal food-gathering expeditions. Parties

camped on the fringes of the swamp in nohoaka (temporary campsites) to fish, hunt

waterfowl and harvest plants for food, weaving and clothing.

The wetlands produced an abundance of tuna (eel), inaka (whitebait), patiki

(flounder) and many other native species of fish. Waterfowl were plentiful and

young ducks in particular were harvested and preserved in seasonal drives during

the moult. The swamp margins provided a valuable and plentiful source of harakeke

(flax), ti kouka (cabbage tree) and raupo (bulrush) for food and industrial fibres

with a multitude of uses.

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Tuna (eels) were a major food source. In summer, they were harvested in great

numbers at inland camps, sun and wind dried on racks and then carefully stored for

the leaner winter months when fresh food was scarce. They were plentiful during

all but the cold winter months, nutritious and easily caught by any number of

methods.

Maori used simple techniques like bobbing (threading worms on to flax strings

which caught in the teeth of eels) and spearing to elaborate channels (awa) and

traps (hinaki) to harvest huge numbers of eels on their annual migrations (heke) to

and from the sea.

Elaborate nets and traps were also used to harvest inaka, which were sun dried on

gravel beaches and stored for later use. Many species of estuarine fish, including

native trout, were regularly caught during the summer months.

WHAT’S SPECIAL ABOUT WETLANDS?

Wetlands are like a giant sponge. They absorb floodwaters during high river

flows and gradually release that water as river levels recede. They also work like

a huge water filter, a natural network of treatment zones and settlement ponds

to improve water quality, habitat and spawning grounds for freshwater

communities.

The Waipori/Waihola wetlands are of national and international importance for

their diversity of wildlife. Eighty species have been recorded here, 55 of them

regularly, and 21 species are largely or totally dependent on this habitat for their

survival. The area regularly supports more than 10,000 waterfowl.

Twelve species of freshwater fish have been recorded here, including such rare

species as the giant kökopu. The area supports regionally significant whitebait

and commercial eel fisheries as well as recreational fishing for introduced

brown trout and perch.

This complex is an integral link in a chain of wetlands along the east coast of the

South Island between Wairau lagoons, near Blenheim, and the Awarua/Waituna

wetlands in Southland.

Water quality of Lakes Waihola and Waipori and the river channels that feed

them are a major concern for local authorities. The Otago Regional Council,

which administers the lakes and about 200ha of adjacent swamplands, has

recognised this problem and the biological effects of eutrophication (nutrient

enrichment) from run-off.

The area is also popular for recreation – particularly boating, water-skiing,

fishing and hunting.

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WETLANDS MANAGEMENT ISSUES

• Ownership and management of the Waihola/Waipori wetlands is split between

seven different landowners.

• Drainage, development and adverse land use practices are continuing on

wetlands adjoining the Waihola/Waipori complex.

• Stock grazing is degrading and destroying whitebait spawning areas.

• Water quality of the lower Taieri River and Lakes Waihola and Waipori is an area

of major concern. The bulk of the drainage from the Taieri Plain, including a high

proportion of dairy waste discharges and run-off, is pumped directly into Lake

Waipori. Domestic sewage discharges from Mosgiel, Momona and Waihola also

enter the wetland.

• The beds of both Lakes Waihola and Waipori are silting up, probably as a result of

power generation and mining operations upstream.

• These lakes function as a flood ponding area for the lower Taieri Plain.

• Riparian areas are degraded and lacking in vegetation suitable for wildlife and

fisheries, and are subject to nutrient run-off.

• Flood gates, weirs and culverts are an impediment to fish passage, restricting the

distribution of native fish.

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Te Nohoaka o Tukiauau(Sinclair wetlands) –site information

The 315-hectare Sinclair wetlands is privately owned by Te Rünanga o Ngai Tahu

and protected in perpetuity by a Queen Elizabeth II National Trust open space

covenant. It is regarded as the largest and most important privately owned wetland

in New Zealand. The property was returned to Kai Tahu by the Crown as part of the

Ngai Tahu Claim Settlement Act in 1998.

The wetlands were named after Horace (Horrie) Sinclair, a conservationist who

bought the property in 1960 and had the vision to let it revert to its natural state.

Before his death in 1998, he ensured the property’s long-term protection through a

covenant that guarantees public access. He was awarded the MBE for services to

conservation in 1984.

FACILITIES

• The Sinclair Wetlands Education Centre is a modern, registered education facility

with displays and resources available to schools, tourists and visitors.

• Schools are advised to book their visit in advance (Phone 03 486-2654; Fax 03

486-2674).

• School groups may be required to pay a fee to cover running costs.

• The centre has accommodation for up to 10 people in a single bunkroom.

• Accommodation is also available for school groups of up to 65 people at nearby

Berwick Lodge, an Otago Youth Adventure Trust facility about 5kms from the

wetlands. Contact the warden (03) 486-2837 for details.

• Toilets are available at the centre and adjacent camping ground.

• If available, the Sinclair wetlands’ manager or caretaker can provide a 15-minute

introduction to the wetlands.

• A video lecture room seating 40 people is available for school groups to view a

20-minute Wild South video of the wetlands.

• A walk on easy, well-formed tracks out to Lonely and Ram Islands takes about two

hours.

• A shorter Loop Walk near the Education Centre takes about 30 minutes.

• Some bird species can be viewed at close range in a pond near the Education

Centre.

• NOTE: Gumboots and warm, wet-weather clothing may be required during wet

periods. Check with the caretaker before your visit.

ACCESS

• The Sinclair wetlands are 50km south of Dunedin on the Berwick-Clarendon

Road.

• Access is clearly sign-posted from SH1 at Henley and Clarendon.

• There is plenty of parking for buses, vans and cars.

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HABITAT

There are three distinct habitats within the Sinclair wetlands.

Swamp and sedge land is dominated by pukio (Carex secta) and other sedge

species, mingimingi (Coprosma propingua) and harakeke (flax or Phormium

cookianum).

Six shallow ponds up to 1.5m deep are an important habitat for wildlife and are

surrounded by stands of raupo (Typha orientalis).

Lonely Island and Ram Island (Tukiauau’s Whakaraupuka pä site) were once

covered in native forest but have been cleared for livestock grazing. Today the

islands have largely reverted to broom and gorse. Remnant patches of native bush

cling to the steeper slopes of Ram and Lonely Islands.

BIRDLIFE

A 2002 survey identified 41 species of birds that were either resident or regular

visitors to the wetlands. The majority (56%) were introduced species, confirming

that exotic birds have invaded all habitat types within the wetlands.

Bird numbers constantly change with birds free to come and go according to

changing food sources and seasonal feeding patterns. Twelve species of native and

introduced waterfowl were counted on the ponds.

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Population counts suggest good numbers of mätä (fernbird), regarded as the most

important species here because of the loss of habitat elsewhere. This population is

not regarded as one under threat. However, no trace was seen of the master of

disguise, matuku (Australasian bittern), the koitareke (marsh crake), or one of the

four rarest duck species in the world, pateke (the brown teal), all of which have

been filmed here before.

CONSERVATION MANAGEMENT

The Ngai Tahu kaitiaki (guardians) of the Sinclair wetlands strongly believe in the

sustainable harvest of traditional mahika kai species, such as ducks and eels. Their

biggest conservation challenge is in controlling a range of introduced plant and

animal pests.

The steady invasion of reed sweet grass (Glyceria maxima), crack willow (Salix

fragilis), gorse (Ulex europus) and broom (Cytisus scoparius) has changed the

character of the wetlands by choking waterways and displacing native vegetation.

Animal pests such as mustelids (stoats, weasels and ferrets) and possums pose a

direct threat to breeding birds, their eggs and young. Possums and rabbits are also

destructive of native bush and seedlings. Staff regularly trap for these introduced

pests.

Recent research on the Taieri catchment has shown that the introduction of game

fish – perch and the highly efficient predator, the brown trout – has had a marked

effect on populations of many native fish like the giant and banded kökopu and

kokopara (native trout), once common in these lowland lakes and waterways.

A 2002 survey recommended a comprehensive programme to monitor bird

population trends and to assess the effects of habitat management, such as pest

control, weed spraying and replanting native bush.

RESTORATION OF NATIVE BUSH

The kaitiaki have begun a major replanting programme of native vegetation on Ram

and Lonely Islands.

Twenty-five different plant species have been successfully raised in a shade house

and nursery at the wetlands. The aim is to produce 3,000 native plants a year on

site. An estimated 64,000 native trees and shrubs will be required over the next 10

years to replant the islands and higher ground.

Plantings to date include makomako (wineberry) and houi (ribbonwood), mänuka

(red tea tree) and känuka (white tea tree), tarata (lemonwood) and kohuhu

(Pittosporum tenufolium), hinahina (whiteywood), kotukutuku (tree fuschia),

putaputaweta (marbleleaf), tötara and under plantings of koromiko (hebes) and toa

(red tussock).

Volunteers from the Conservation Corps, Taskforce Green, Forest and Bird and

other conservation groups have helped plant, release and mulch the first two years’

plantings. The kaitiaki would welcome the involvement of schools in this

reforestation programme.

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TYPICAL PLANTING PLAN FOR RAM ISLAND

1 Makomako (wineberry, Aristotelia serrata)

2 Coprosma (Coprosma parviflora)

3 Karamü (Coprosma lucida)

4 Ti kouka (cabbage tree, Cordyline australis)

5 Käpuka or Papauma (broadleaf, Griselinia littoralis)

6 Koromiko (Hebe salicifolia)

7 Mänuka (Red tea tree, Leptospermum scoparium)

8 Hinahina (whiteywood, Melicytus ramiflorus)

9 Tarata (lemonwood, Pittosporum eugenoides)

10 Houi (ribbonwood, Plagianthius betulinus)

11 Köwhai (southern köwhai, Sophora microphylla)

12 Kahikatea (white pine, Dacrycarpus dacrydioides)

(A full Planting Development Plan is on display at Sinclair Wetlands Visitor

Centre)

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Site activities

Pre-visit

• Locate your school and the wetlands on a map. Work out how long it will take to

get there by bus. Find the nearest marae (there may have been ones closer to the

wetlands in former times). Work out how long it would have taken for people to

walk there. What other forms of transport could have been used over the past

200 years? Debate the environmental impact of these different forms of transport.

• Wetlands provide habitat for plants, insects, fish, birds and other wildlife. Find

pictures of the plants and animals that live here. How are they adapted to this

environment? Compare native and exotic species. Which ones are entirely

dependent on the wetlands for their survival?

• Mahika kai, food gathering, was an important activity of Mäori. Read the story of

Te Waka Huruhurumanu (Huria, 1996) and/or The People of the Place: Mahika

Kai (Dacker, 1990). Brainstorm why these wetlands were a significant mahika kai

site and list the foods that they contributed to the food basket of Ngäi Tahu. How

has this changed over time? Consider the significance of this activity to the on-

going involvement of Ngäi Tahu and the establishment of nohoanga, camp sites,

through the Claim Settlement Act of 1998.

• Place names often tell us about important features of the physical environment

and about the natural resources. Find Mäori and Päkehä names for this area and

the stories associated with these names. Why are the wetlands now known as the

Sinclair Wetlands? Who owns them now and what covenants protect them?

Think of ways your visit can help you understand the significance of these issues.

• Various sites on the Internet calculate your ecological footprint-the area of the

Earth needed to support your lifestyle. Calculate and compare your ecological

footprint with that of a Mäori person of the same age living in this environment

200 years ago. What does this mean for sustainability?

• Investigate the construction, physical properties and use of a mokihi compared

with other waka. Consider the properties of a sponge and a piece of wood in

rough water or a strong wind. Which is more stable in rough water, a mokihi or a

traditional waka? Which might have been used in the wetlands and why?

• People have lived here for over 1000 years. Develop a timeline of who they were

(Waitaha, Kati Mamoe, Kai Tahu, farmers, foresters, etc.) and how they lived.

What does this tell you about their attitudes and values towards the environment?

Invite people to talk about their involvement with the wetlands today.

• Visiting a conservation site requires us to take care of the environment and

people who visit it. List possible hazards to people and the environment during

your visit and suggest how these can be overcome or avoided. Complete a Risk

Analysis Management Form and have someone take responsibility for it during

the visit. There are protocols involved in visiting a site of historical significance to

Mäori, (Dacker, 1990, p.21). How will you observe these?

• Biodiversity is important for a sustainable environment but it is under threat from

the introduction of exotic species and the destruction of habitat, among other

things. Investigate these issues on a global scale and find out about New

Zealand’s Biodiversity Strategy by visiting DoC’s website. Develop ways to

investigate these issues during your visit to the Sinclair Wetlands.

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• Find keywords associated with the management of a wetland environment.

Include words from the DoC website and the Kai Tahu ki Otago Natural resource

Managament Plan, such as conservation, rähuitanga. Compare and contrast these

terms and identify issues that might be significant for the management of this site.

• Technology is purposeful activity for meeting the needs of people in the

environment. Identify two pieces of technology used in this environment (before

1800 and after 1950). Compare the purpose for which they were designed and

identify what this tells us about the people and the physical and biological

environment. Were there any unintended consequences from using this

technology? Suggest technologies that might be seen during the visit.

• Research the impact of European settlement, dairy farming and logging on

adjacent land. How are these activities managed today on the Taieri? Visit the

websites of the Otago Regional Council and Dunedin City Council. How will

regional plans affect the future of the wetlands?

• Visit the environmental education website at Christchurch College of Education.

Use some of their activities to explore the interdependence of people and

environment. Adapt these games to a wetland environment. For example: play

“Making the Links” (Law, 2002) include such topics as; recreational use, dairy

farm conversions, agricultural run-off, promoting tourism, endemic species,

climate change, logging, riparian revegetation, flooding, establishing aquaculture,

etc.

• Find a map or aerial photograph that shows the entire catchment area of the

Taieri River. Locate the Sinclair Wetlands and suggest how these wetlands assist

in flood control. Compare wetlands with other means of flood control used on

the Taieri. Think about how people and other species are affected by these

different methods.

• From the pre-visit activities you have studied, which aspect of the wetlands

interests you the most? Brainstorm how you will find out more about this during

your visit. What skills and equipment will you need to investigate the issue?

Consider the environmental impact of any activity you will undertake.

Post-visit

• Work in partnership with Kai Tahu on the reforestation project of Ram Island.

Arrange for your school to become kaitiaki (guardian) of one of the native bush

restoration plots or work with the nursery to grow seedlings for planting. This

would be a long-term commitment.

• Grow native tree seedlings in a small nursery at school or at home. Once seeds

have germinated, transplant them into containers until they are big enough and

strong enough to plant out. Consider the effect these trees might have on bird life

and the environment in general.

• Use tape-recorded sounds, voices and instruments to tell a story about the

environment through sound. Use sounds that evoke memories and feelings for

this place.

• Build a food web of the plants, insects, fish and birds that live in this

environment. Examine the environmental impact of changes to the food web, for

example, the loss of habitat for inaka if more wetlands are drained for farming.

• Share your knowledge and skills with others. There are many DoC super-sites in

Otago. Make contact with a school near another of these sites and share your

information about the wetlands with them. How are these sites interdependent?

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• Investigate traditional Mäori and English concepts and technology of waste

management in this environment. Compare this with today’s concepts and

technology. What are the options for the future?

• Build an inventory of Mäori technology required for mahika kai activities on this

site (Beattie, 1994). Which natural resources were required to build these and

which resources are available on this site? Where could the other resources have

come from? What does this tell you about the interdependence of sites in the

Otago region? How will you display this information?

• Using the interactive games on the website of Christchurch College of Education

(Law, 2002a) as a model, develop an interactive game that demonstrates the

interdependence of people, plants and animals within the physical environment

of the wetlands. Share this game with another class or another school.

• Take a story in Mäori, such as “Ngä Manu i runga i te räkau” (Gillies, 1984). Adapt

the story to a wetlands environment using birds seen during your visit. Use a

sentence pattern such as, “E ono ngä ... e kau ana i te häroto.” (Six ... swimming

on the pond). Use the sound recordings taken during the visit and compose a

song to accompany the text.

• Develop statements about natural and social events that might effect the wetlands

in future. Have others rate these statements on a 1 to 5 scale, giving reasons for

their answers. Use this information to develop an action-oriented activity that

takes account of the range of attitudes and values expressed.

• Different words we use evoke different feelings about the environment. Make a

list of English and/or Mäori words of the physical features of the wetlands and

adjacent habitats, such as; rivers, drains, maunga, awa, ... . Give this list to other

people and ask them to rank them in order from “most liked” to “least liked” or

“don’t know”. What does this tell you about how people value these features?

How would you run a campaign to promote the value of wetlands? What words

would you use in the campaign?

• Hold a “Hot Seat – site scenario” about a proposed industrial development based

on forestry products to be built on adjacent land. Identify all the stakeholders:

farmers, recreational hunters, forestry industry, City Council, Kai Tahu, DoC,

pükeko, fern bird, trout, ... Have each student take the position of one

stakeholder, research the effects of the proposal on that stakeholder and be

prepared to be put in the “Hot Seat” to justify and debate how the proposal will

affect them.

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ACTIVITY 1: SOUND LOGTake the opportunity to listen and record the sounds you hear in the environment.

Compare these with sounds heard at other sites or at other times.

Materials

• Sound log (on next page)

• Pencils

• Clip board

• Tape recorder

Method

2 Find a place by yourself and listen carefully.

3 Record these sounds, noting direction and distance.

4 Finish the sound log by drawing in the different habitats.

5 Use a tape recorder to record sounds in the natural environment and of people

moving in the wetlands.

SOUND LOG

Processing Questions

1. Compare the sounds of human and natural origin.

2. How did these sounds make you feel?

3. Which sounds might you have heard 200 years ago?

4. Are there changes you would make to this soundscape?

5. Why would you make these changes and how would they impact on the

environment?

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NORTH

Sound Log

Location: Date:

Recorder: Time:

Instructions:

1. Find a solitary space in the environment and sit in silence for 10 minutes.

2. Orient the sound log towards north.

3. Record any noise or sound that is heard on the graph paper with respect to its

direction, distance, source, indentity etc.

4. Identify the habitats from which each sound came and continue over page.

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ACTIVITY 2: IN THE SUPERMARKET

Today we get most of our food from the supermarket. Prior to 1800, the wetlands

were a major source of the food and resources required for daily living. For healthy

living, we are also advised to exercise regularly and select foods from the

appropriate food groups on the food pyramid.

Materials:

• Food pyramid

• List of edible plants in a wetland environment

• List of species important to Kai Tahu

• Pens

• Paper

Method:

1. Identify all the edible species found in the wetlands environment.

2. Place each species within one of the food groups on the food pyramid.

3. Estimate how many people each food source could support and rank them in

order.

Process Questions:

1. Compare your findings about the quantity of food in each food group against that

of a typical grocery list from a visit to the supermarket. How do they compare?

Where are the gaps in the data?

2. What do your findings tell you about the comparative lifestyles based on these

different resources?

3. Compare the impact of seasonal changes on the availability of food and the

technologies used to preserve food. How long would it take for stocks to be

replenished?

4. Identify key species from the wetlands that are sold commercially and compare

these with the species found on adjacent farmland. Are there any issues for the

future of aquaculture or agriculture based on the wild species of the wetland

environment? If so, how would such decisions impact on biodiversity, habitat and

sustainability?

5. Research the topic of rongoä Mäori based on the species found in the wetlands

environment. Compare these with the items found at the supermarket.

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ACTIVITY 3: NAVIGATION AND ORAL MAPS

How do people find their way around their environment? Today we use maps,

charts, satellite photographs and sign posts. Traditionally, Mäori used oral maps,

stories and landmarks to find their way around. For example, the story of the Saddle

Hill Taniwha not only explains important physical features of the environment; it

also explains their relative position to each other. By listening to the story, people

can form a mind-map of the environment.

Materials:

• The story of the Saddle Hill Taniwha.

• Camera (digital)

• Pencil

• Paper

• Binoculars

Method:

1. Take the students to a vantage point on Ram Island where they can see to the

horizon.

Read them the story and have them identify the physical features mentioned in the

story.

Have students identify other significant landmarks not mentioned in the story.

In pairs, students write instructions about how to move about in the wetlands, using

landmarks they identify.

Swap instructions and have another group identify the intended destination.

Take a 360º series of photographs of the environment from this position for use in

follow-up activities.

Process Questions and Activities:

2. Compare the relative merits of oral and printed maps. Which are more satisfying,

more accurate?

3. Investigate other traditional methods of navigation used by Mäori. Use fish marks

technology to develop a navigation course around a local environment. (Best,

p.6). Use a pair of photographs taken at each point to identify the spot and

replicate the fish marks technology.

4. Compare the accuracy of GPS and fish marks technology.

5. Write an oral map using the photographic panorama taken during the visit.

Include landmarks not mentioned in the story of the Saddle Hill Taniwha.

20

ACTIVITY 4: HOW WETLANDS WORK

Wetlands: a swamp, a marsh, land that is waterlogged. Waterlogged land is not

much good for farming nor for playing sport on yet wetlands are a natural feature of

wild rivers. Today many rivers have lost their wetlands and been turned into large

drains or channels. How do wetlands work?

Materials to bring with you:

• 4 small containers

• 1 kitchen sieve

• 2 kitchen sponges

• pencil and paper to record results

• 1 small bucket on a length of rope

Method:

1. In two tins combine fresh water with a teaspoon of soil.

2. Use the bucket to get dark water from the wetlands.

3. Pour one tin of the water/soil mixture through the sieve, catching it in one of

the empty tins. Set this aside.

4. Repeat this with the other water/soil mixture but first place a kitchen sponge

in the bottom of the sieve.

5. Finally repeat this with the same amount of dark water.

6. You now have three tins with the water that passed through the sieve, (i)

water/soil mix, no sponge, (ii) water/soil mix, with sponge, (iii) dark water,

with sponge.

7. Record results on the colour of the water, the amount of water and the rate at

which it passed through the sieve.

Process Questions:

8. From your results discuss how wetlands work. What do they do to the speed of

the river, to the silt in the water?

9. How does the structure of plants like sphagnum moss help this process? Think

about the root systems, stems, etc.

10. The Ngäi Tahu Claims Settlement Act states that, “The Sinclair wetlands were

once much larger in water area and deeper than at present, connected by a

labyrinth of waterways and having a gravel bed which has now been overlaid

by silt and mud.” Explain what happened to Lake Tatawai and how the

conversion to farming on other parts of the Taieri could modify these

wetlands?

11. What effect would a change from a gravel bed to a muddy bottom have on the

food web of the wetlands?

12. Explain the difference between silt-laden and dark water.

21

NATURE AWARENESS TREASURE HUNT

Materials:

• Instruction card

• Pen or pencil

• Paper

• Hand lens (optional)

Method:

1. Students work in pairs to find and record the items listed on the cards. DO NOT

COLLECT SAMPLES

2. After a period of time, ask students to report what they have found.

ACTIVITY 5:

Nature Awareness Scavenger Hunt

Find evidence of the items below and explain the reason for their special

feature (e.g., something that protects bird life – fences to separate people and

birds.)

• Something that grows in water.

• Something that lives on this plant.

• Something with long, narrow leaves.

• Something people have used.

• Something people have done in the environment

• Something that tells people to be careful

• Something being done to improve the environment

• Something that protects bird life

• Something of special interest

• Something that is a sign of Täwhirimatea (God of Winds)

• Something that feels smooth

* Something symmetrical

REMEMBER the Environmental Care Code.

✓ Stay on the tracks

✓ Treat plants and animals with respect

✓ Enjoy the environment

Process Questions:

3. What do these things tell us about how people think and act in the environment?

4. Brainstorm descriptive words about these objects that relate to all our senses.

How could you use these words in a brochure to encourage people to visit the

wetlands?

22

ACTIVITY 6: BIRD COUNTS

Birds adapt to their environment through changes in their physical characteristics

and to a lesser extent their behaviour. The Sinclair wetlands have three distinct

habitat types. Can you find physical characteristics and behavioural differences

between the birds living in these three distinct habitats?

Materials:

• Picture cards of birds found at Sinclair Wetlands

• Pencil

• Paper

• Binoculars

Method:

1. Find a vantage point in the wetlands.

2. Identify the three distinct habitats.

3. Rank the picture cards in order of bird size from the smallest to largest. Write

the ordinal number on the back.

4. Divide the class into groups. Give each group several bird cards chosen at

random from the full set.

5. Observe the birds then sort the cards in the three habitat areas. (If you cannot

see any bird, leave the card aside.)

6. Note the behaviour of the birds in each habitat – how they move, the types of

movement, whether they are in groups, by themselves, ...

7. Estimate the numbers of each species seem during the visit to the Wetlands.

Process questions:

8. What patterns can you see in the physical characteristics and/or behaviour?

9. What patterns can you see in relation to size, beak shape, leg length, wings,

etc?

10. What patterns can you see in relation to native and introduced species?

11. What reasons can you give for these patterns.

12. Are there any tiny birds on the ponds? If not why not?

13. Identify patterns between the size and structure of these birds and the food

they eat and the habitat they live in.

14. Compare the energy level available in the food—seeds, leaves, insects .... Are

there any patterns here?

15. Rank the cards in terms of the estimated number of each species you see. Can

you see any pattern in your data?

23

ACTIVITY 7: GLOBAL THREATS, LOCAL ENVIRONMENTS

Factors that affect the global environment also impact on local environments. For

example, species extinction is taking place at a global level due to factors such as:

• Introduction of exotic species – which pose a threat to native species.

• Destruction of habitat – turning wild places into monocultural environments or

deserts.

• Over harvesting – Humans are switching predators, able to change their diet.

People currently harvest 50% of the annual plant growth on Earth.

• Islandisation – impoverishment of habitat – the smaller the habitat, the more

vulnerable the biodiversity.

• Pollution – especially CO2 and greenhouse gases.

Materials:

• Pens

• Worksheets

• Camera

Method:

1. Prior to the visit, make worksheets listing global factors that might impact on

the wetlands environment.

2. During the visit, find as many examples as possible under each of the headings

and identify what steps, if any, are being taken to limit or reverse the impact.

3. Identify any other headings that have been overlooked but are relevant to this

site. List examples of their effects and the strategies, if any, being used to

address them.

4. Use a camera to record examples of these global patterns in the local

environment.

Process Questions:

Prepare a report of findings then:

5. Compare how many of these global patterns are a direct result of human

intervention rather than natural processes.

6. Compare the possible impact of conservation strategies with the strategies of

rähuitanga and kaitiakitanga.

7. What would happen if human intervention stopped?

8. How do you feel about these issues?

9. What values and behaviours underpin these feelings?

24

ACTIVITY 8: SELECTING A SITE

If plants and animals adapt to their environment by changing their physical

characteristics and to a lesser extent their behaviour how do people adapt?

If you had to live in this environment and only use the natural resources found here,

where would you choose to live? What materials would you use to build your

shelter?

Think about where the sun is; where the prevailing winds come from; whether or

not you need a defensive position, how many people there are, etc.

What other things do you need to take into consideration?

Traditional settlements are often wähi tapu-restricted areas. It is not appropriate

to take food onto such sites. What other tikanga should be observed? How will

this influence your planning to visit the Sinclair Wetlands?

Materials:

• Map of the wetlands

• Pencil and paper

Method:

1. Divide the class into groups. Each group will decide on a suitable site to build

their settlement.

2. Explore the wetlands together, visiting a range of possible sites.

3. Stand quietly at each location and use all of your senses to get the feel of each

place. Take particular notice of any micro-climate. Write a couple of keywords

about how you feel at each location.

4. Return to the Education Centre and in groups choose a site, plan the layout of the

settlement and design of houses giving reasons for decisions.

5. Draw a plan or make a model of the settlement.

6. Share results.

Extension Activity:

7. Where were the traditional Mäori and Päkehä settlements in and around the

wetlands?

8. How do these choices compare with your own? What are the advantages and

disadvantages?

9. Look at the design of the traditional whare rau (Dacker, 1990, p.21). How do your

designs compare?

25

RESOURCES AND REFERENCES

In planning your site visit, the following resources and web sites may be of interest:

Attenbourgh, D. (2001). The State of Our Planet, BBC. 2001.

Beattie, J. H. (1994). Traditional Lifeways of the Southern Maori. Dunedin,

University of Otago Press.

Best, E, (1986). Fishing Methods and Devices of the Maori. Wellington,

Government Printer.

Bray, S., G. Thomas, et al. (n.d.). Under the Eve of the Saddle Hill Taniwha.

Dunedin.

Buxton, R. New Zealand Wetlands: A Management Guide. DOC/Environment

Council.

Crowe, A. (1992) Which Native Tree? (Simple Guide to NZ Native Trees), Penguin

Books.

Cowley, J. (1994). Pükeko i te Ata. Wellington, Ministry of Education.

Dacker, B. (1990). The People of the Place: Mahika Kai. NZ 1990 Commission.

Everitt, H. (1983). Ruku. Wellington, Learning Media.

Gillies, B. (1984). Nga Manu i Runga i te Räkau. Wellington, Learning Media.

Goodall, M. and Griffiths, G. (1980). Maori Dunedin. Dunedin, Otago Heritage

Books.

Grace, D, (1990), He Räkau Rangatira. Palmerston North, The New Zealand

Natural Heritage Foundation.

Graham, P. (1995). Maori Nature Traditions – Children of Earth and Sky.

Auckland, The Bush Press of New Zealand.

Heather, B. and H. Robertson. (1996). The Field Guide To The Birds of New

Zealand, Viking.

Huria, G. (1996). Te Waka Huruhurumanu. Christchurch, Ngäi Tahu Development

Corporation.

Johnson, Peter and Pat Brooke. (1989) Wetland Plants In New Zealand. DSIR

Publishing.

Kaa, O. (1992). Kua Hikina te Rähui. Wellington, Learning Media.

Kaa, O. (1997). I te Ngahere. Wellington, Learning Media.

Kai Tahu ki Otago (n.d.). Kai Tahu ki Otago Natural Resource Management Plan.

Dunedin, Kai Tahu Rünanga ki Otago.

Law, Barry (2002a). Making the Links, Christchurch College of Education.

http://www.cce.ac.nz/enved/.

Law, Barry (2002b). Possum Picnic, Christchurch College of Education.

http://www.cce.ac.nz/enved/.

Mahuika, K. (1986). Kei Roto i te Moana. Wellington, Learning Media.

Mahuika, K. (1990). Kei Raro i te Räkau. Wellington, Learning Media.

McDowall, R. M. (1978) New Zealand Freshwater Fishes: A Natural History and

Guide. Heinemann Reed, MAF.

26

Melbourne, H. and M. Gardiner (n.d.). Te Wao Nui a Tane. Wellington, Huia

Publishers.

Ministry of Education (1999). Guidelines for Environmental Education in New

Zealand Schools. Wellington, Learning Media Limited.

Porteous, Tim. (1993) Native Forest Restoration: A Practical Guide for Land

Owners. QEII National Trust.

Tangaere, J. (1986). Nga Kai Moana. Wellington, Learning Media.

Whakataka-Brightwell, M. (1994). Waka. Wellington, Ministry of Education.

Video

Wild South documentary (approx. 20min), Te Nohoaka o Tukiauau (The Sinclair

Wetlands). Available for viewing at the Wetlands, or on loan from DOC in Dunedin,

(03) 477 0677.

Web sites

www.eednz.org.nz

A comprehensive directory of environmental education resources available on-line.

Highly recommended

www.doc.govt.nz

Gives a broad range of information on the Department of Conservation and offers

excellent links to specific information on many species of birds, animals, plants,

insects and pests. Also has on-line access to resource kits for schools.

http://www.earthday.net/footprint.stm

Earthday Network (2002). Ecological Footprint Quiz, Redefining Progress,

www.nzbirds.com

A great site for identifying New Zealand birds with easy index to use and great

pictures.

www.greenpages.org.nz

A link with a directory of conservation organisations in New Zealand.

www.forest-bird.org.nz

The Forest and Bird Protection Society is New Zealand’s largest non-government

conservation group.

www.nzaee.org.nz

The New Zealand Association for Environmental Education has a comprehensive

directory of sources of information available on-line.

http://www.niwa.cri.nz/rc/freshwater/fishatlas/key.htm

Atlas of New Zealand freshwater fish compiled by the National Institute of Water

and Atmospheric Research (Niwa) has a guide to identifying fish by their

appearance or name.

http://www.ew.govt.nz/ourenvironment/water/wetlands/plantsandanimals/

fishaccess.htm

This Environment Waikato site deals with native fish access between the sea and the

wetlands where they spawn.

27

RESOURCE EVALUATION FORM

This education resource is designed to help you plan exciting learning experiences

using parks and reserves administered by DOC in your area. Is it useful? How can

we improve it? Please let us know!

• How did you find out about this resource?

• Was there enough information provided about the site? Yes No

• If not, what else would you like included?

• What was the level of the class that used the resources? (Circle the answer)

Year 1 2 3 4 5 6 7 8 9 10

• Did you find the suggested activities relevant to the Yes No

curriculum?

If not, how could we improve them?

• Did the activities provide worthwhile learning experiences? Yes No

• Were the suggested activities manageable at this site? Yes No

Comment:

• Were there any safety concerns arising from these activities, Yes

or the site? YES/NO

Comment:

28

• Has using this resource helped raise your awareness of the environment in your

region?

• Are you aware of any change in your students’ attitudes or behaviour towards the

environment/environmental issues since using this resource?

Comment:

• Was this your first class visit to a Department of Yes No

Conservation site?

• Are you planning any more visits to this or other Yes No

conservation sites?

• On a scale of 1-10, how would you rate this resource?

1 2 3 4 5 6 7 8 9 10

(Excellent) (Poor)

* Have you any other comments about how we could improve this resource?

Please post the completed form to:

Steve Broni

Department of Conservation

P O Box 5244

Dunedin

Thank you!