Planning done for you - This guided inquiry walks you through the process step by step - you can follow the plan or pick and choose the bits that suit you and your tamariki. This year there will be a student site so that those with devices can self-direct their learning if you work that way. There will be 3 differentiated learning paths so that students (or kaiako/teachers) can choose the level that suits them.
FREE! Yes really!- All we ask is to hear your feedback once you have tried this. Feedback from our pilot programme in 2020, and our first challenge in 2021 has been invaluable for us to help build on ideas and guide our planning for future challenges. It also helps us when applying for funding. We work hard to get funding so that ALL tamariki have the opportunity to learn and care about our beautiful natural world in Aotearoa. Many of our unique natives in NZ are actually in the ocean!
New content - Updated to tie in with waterways in your local rohe/area (awa/rivers, roto/lakes, moana / ocean) and looking at links to the ocean. It will start with exploring your tamariki's connection to your local environment - focusing on the waterways. We have great new video content from around Aotearoa.
Curriculum links - This inquiry has many links to the new Aotearoa New Zealand Histories curriculum and is a great place to start. There are strong links with the science and education for sustainability curriculums. This integrated plan can be used to tie in aspects of maths (statistics) and literacy, the arts, health. It links te ao Māori and introduces tikanga and kupu along the way.
Empowering students - We are looking forward to sharing this learning journey with you as you guide tamariki to think about what is important to them, and to empower them to make a difference for your local environment. Part of the challenge involves being kaitiaki of your area, starting with each child picking up one (or more) pieces of rubbish each day. Last year a collective group of over 1100 classes logged a total of more than 132,000 pieces of rubbish picked up - and not everyone entered their data. Let’s see if we can make even more impact this year! It is empowering for students to see that their small actions combined can make a big difference. The culminating project allows tamariki to share their ideas of kaitiakitanga with others.
It contains teaching and learning material to support a unit of work that is grounded in Environmental Education for Sustainability (EEfS) / Conservation education themes, links to the Aotearoa NZ Histories curriculum, and incorporates aspects of Te Ao Māori (a Māori worldview).
21 Days of learning, thinking, and creating to engage and empower students to care for waterways in their local rohe (area).
Each lesson will take approx 60 mins - kaiako (teachers) can pick and choose to suit the time available, and there are many ideas for extension to delve deeper. Each lesson can be integrated across curriculum areas.
OVERALL AIMS / OBJECTIVES
To encourage an increased knowledge of Aotearoa’s precious waterways - moana, awa, roto (ocean, rivers, lakes) and how they are linked.
To build an understanding of the importance of these waterways to many people in various ways, and the importance for the creatures that live in and around those waterways.
To think about kaitiakitanga and caring for our local environment.
Take action daily - each child will pick up at least one piece of rubbish each day for the 21 days of the challenge.
Share learning and prompt further action - at the end of the 21 days children will have thought about what kind of environment they wish for future generations in their rohe (area). They will have developed a plan and a way of sharing their ideas, to encourage others to understand and care for their local area too.
Introduction - connections to water around us
Each child picks up at least 1 piece of plastic for 21 days. Can we make a difference to our local environment?
Kaitiakitanga - how we can be guardians
Life in and around waterways / ocean in Aotearoa.
Issues faced by our moana/ocean, awa/rivers, and roto/lakes, and ‘hope stories’ of people who are making a difference.
Taking action, how to be involved.
Planning an ideal future environment for our children and grandchildren. Researching, planning and creating a way of sharing ideas and encouraging others to become kaitiaki too.
Sharing and celebrating
Connection - Why is the ocean important? How are we connected with water in our area / rohe?
Raise awareness of the many ways the ocean is important.
Look at our school / area and how the ocean (or other waterway) is important to us.
Kaitiaki - how can we protect our ocean and the creatures that depend on it for life.
Think about caring for our world, and start a daily action to make a difference. Track the difference we can make if we all work together.
Ngā manu / birds
Explore ngā manu - bird life that relies on our waterways.
Rimurapa / Kelp
Take a look at kelp and the importance of these ngahere / forests of the sea.
Find out why reserves are important to the health of the rohe/area, and look at how we can allow nature to thrive.
Awa / Rivers
Water is the essence of all life, like the blood of Papatūānuku (Earth mother) who supports all people, plants and wildlife. Explore how enhancing the health and wellbeing of our waterways is important for us all.
Estuaries / ecosystems
Explore areas where fresh water from land meets and mixes with salt water from the ocean.
Where does the plastic come from and what problems does it cause?
Kina barrens and overfishing
Look at what happens when the ecosystem is out of balance and kina take over.
How does sedimentation affect the living creatures in your awa or moana?
Hope stories and taking action
Look at ways we can be involved in caring for our waterways, and examples of people who are helping already.
Citizen Science Day
Learn about how to monitor what is in an ecosystem near you. Be scientists and collect some data.
Imagine and create a 100 year plan for your area.
Students can work on these projects individually or in groups.
Sharing and celebrating
Share work with classmates and look at what we have learned and achieved.
Look at what we can keep doing to make a difference. Think ahead - which ideas can you put into action in the future?
Choose the best idea from your class to share with Young Ocean Explorers.
CURRICULUM AND LEARNING AREAS
Aotearoa NZ Histories - Tūrangawaewae me te kaitiakitanga - the relationships of individuals, groups, and communities with the land, water, and resources, and on the history of contests over their control, use, and protection. “People interact with and use places, resources, and environments for personal, social, cultural, and economic reasons. The changes people make to places can have long-term environmental impact on the places, the people who live there, and on global processes such as climate change.”
Te Ao Māori - te reo (language), tikanga (Customs and traditional values)
“By learning te reo Māori, students are able to participate with understanding and confidence in situations where te reo and tikanga Māori predominate and to integrate language and cultural understandings into their lives ; strengthen Aotearoa New Zealand’s identity in the world.”
Social Sciences-gaining knowledge, skills and experience to
“Understand how places influence people and people influence places” ….. “ understand that people have social, cultural and economic roles and rights and responsibilities” “...participate as critical, active, informed, and responsible citizens. Contexts are drawn from the past, present, and future”
Education for sustainability - learning to think and act in ways that will safeguard the future wellbeing of people and our planet. Students taking informed action to address issues of sustainability and participate in creating a sustainable future is the core of education for sustainability.
“Taking action is a process of learning that:
uses meaningful contexts for learning
empowers students to do something with their learning: "It’s not what you know, it’s what you do with what you know" (source unknown)
supports participation in the wider community, such as taking part in decision making processes
develops the key competencies leading to action competence in education for sustainability.
Students need to be given multiple opportunities to plan, implement, and carry out actions in response to what they know and understand about the causes of sustainability issues and possibilities for change.”
Science - Engaging with science, data gathering, use evidence, critique evidence, interpreting data.
“Living world - Develop an understanding of the diversity of life. The emphasis is on the biology of New Zealand, including the sustainability of New Zealand’s unique fauna and flora and distinctive ecosystems.”
Maths - data gathering, graphing, number, measurement, statistics.
“Statistical investigation - Conduct investigations using the statistical enquiry cycle: posing and answering questions; gathering, sorting, and displaying category and whole-number data; communicating findings based on the data.”
English - Oral language, writing, reading
“ ...making meaning of ideas or information they receive (listening, reading, and viewing); creating meaning for themselves or others (speaking, writing, and presenting).”
The arts - performing arts, music.
“Communicating and interpreting - Share music making with others. Respond to live and recorded music.” “Communicating and interpreting - Share drama through informal presentation and respond to ways in which drama tells stories and conveys ideas in their own and others’ work.”
Health - ”Attitudes and values – a positive, responsible attitude on the part of students to their own well-being; respect, care, and concern for other people and the environment; and a sense of social justice.”