Maungarei

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Planning

Term 1

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Week 1: About my group

Text 1 (Wednesday)�Vocab: centuries, quarry, kerb, aggregate, decade, residential.�Today learners will spend the day finding out about their group/ exploring and navigating the reading page of the class site.�10 minutes silent reading of texts.�Watch the youtube video about Auckland volcanoes.

Text 2 (Friday)�Vocab: uniquely, attributes, vigorous, testament, integrity, collaboration, consultation, architectural, innovation, whakapapa, millenia, distinguish, endorsement, exuberance, heritage, eerie, durable, adorned, motifs, practical�Focus Questions:�1. Why is this story important for us at PES?�2. What 3 values does Te Oro represent?�3. How would you retell the whakapapa of Te Oro?�4. What has this got to do with Maungarei?�5. What is it about Te Oro which represents Maungarei?

Week 2: Introduction to the Environment

Te Taiao o Tāmaki - The Environment of Tāmaki�Text 1: Getting closer by Paul Sorrell�Vocab: ōrokonui, ecosanctuary, curious, fieldcraft, depends, autumn, spring, habits, behaviour, patience, polystyrene, species, remote, mainland, mottled, predators, endangered, �Focus Questions:�1. Why do you think the baby kōriromiro are not scared of humans, however the adults are?�2. Why would wildlife photographers need patience?�3. What is Paul Sorrell referring to when he says: “...you may have to wait for a very long time before anything interesting happens.” �4. What reasons can you give as to why the kōriromiro liked that one branch?�5. What does a longer lens allow Paul to do?�6. Why do wildlife photographers not use food to attract the birds in the natural bush?�7. Where is Orokonui ecosanctuary?�8. From reading page 16, what could be definition of an ecosanctuary.�9. What is a purpose of an ecosanctuary?

Follow up task: Magazine cover

Week 3: Pollution and Estuaries

Why are our oceans important? (Ministry for the Environment)�Vocab: benefits, evaporation, carbon dioxide, climate, recreational, aquaculture, resource, �Focus Questions:�1. How is ‘life’ reliant on the ocean?�2. What are the 3 main benefits of the ocean in NZ?�3. Give a reason why fishing is so important in NZ? [Provides a number of jobs to people in NZ]�4. What is the equivalent of wind turbines in the water? [Tidal turbines]�5. Why may Māori tribes have lived near water?�6. What does Kaitiakitanga have to do with these benefits?�7. How do you think we could be demonstrating Kaitiakitanga to look after our oceans, rivers, estuaries?�Human impact on our oceans. (Ministry for the Environment)�Vocab: unlimited, dredging, trawling, seascapes, habitats, by-catch, marine, estimated, species, native�Focus Questions:�1. Before you read, how do you think humans are creating a negative impact on oceans, rivers, estuaries?�2. What are the 3 main negative impacts mentioned in this text?�3. How do you think we could reduce run off into oceans? What do you think is already being done?�4. What is important about estuaries and why should we be protecting them?�5. What could we do at school to prevent chemicals/ run-off going into the ocean?

Week 4: Pollution and Estuaries

Text

Vocab: Estuary,

Focus Questions:�1. With a friend, come up with your own definition of an estuary.�2. Where may you find an estuary?�3. Why is it essential to understand the importance of estuaries in NZ?�4. How can an estuary die? Is this a natural process or can it be stopped?�5. What plants may you find in and around an estuary?�6. What are some important things about an estuary?�7. What could we do to help protect our estuary?�8. What were estuaries once used for?

Week 5: Connected 3, 2002: Hukanui: Enviroschool

Page 16-21�Vocab: Scruffy, unused, enviroschool, gully, drainage channels, boggy, choked, environmental plan, official, committee, established, landscape, concept plan, litter, seedlings, educate, revved up, environmental awareness programme, guides, fundraising, funding, naturally, vision, transform, landscape designer, trailling, �Specific Vocab: enviroschool, drainage channels, environmental plan, landscape, oxygen, seedlings, ecological concerns, replanting, cultivated, nursery, composting

Focus: Use this text to get students thinking about the potential of planting native plants at our school. Why would we do this? How would this benefit the environment?�1. Can you think of any “nothing areas” at our school? (p17)�2. Who worked alongside the school to help with the project?�3. Pg18: How could you describe the school environment before the project began?�4. Pg18: How was the environment transformed?�5. How long did they predict it would take to complete the project?�6. Why would it be important to discuss +/-?�7. What is important to note about the planning of a project like this? [You can’t just plan and then expect it to happen - people need to be constantly making changes and adapting]�8. Who is impacted by this project?�9. Were all plants bought as young plants? [No...started from seeds]�10. How are different students able to help with the project? What jobs are involved? [p21 - discuss composting]�11. How might a smaller scale project like this look at our school?

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Week 6

Text, Flax (Harakeke): What information have you learned from this text which would be useful in your letter to Mr Burt? - Get learners to share ideas around the circle.�Are there any words from this text which we could add to our vocab padlet?

Text, Tahuna Torea:

Vocab: reserve, alternating, glens, perch, intently, bush-clad fringe, established, extension, generations, cultivated, immigrants, allotments, harvests, yields,

Focus Questions: Focus on the section ‘Tahuna Torea to Pt England’ (Scroll to the bottom of the article)

1. Where is Wai-o-tiaki nature reserve?
2. What is the Kotare?
3. Why is the Kotare often spotted in this area?
4. When was Wai-o-tiaki nature reserve established?
5. What is it about Pt England which attracts farmers?

Week 7

The World of Ferns by Rupert Alchin

Vocab: Nooks and cranies, pteridophytes, species, tropical,

Focus Questions:

1. What is meant by a canopy and sub-canopy (p7).
1. Talk about different animals/plants that live in different canopies in the forest.
2. Are there only ferns in NZ or else where in the world?
3. What is the most common environment for ferns?
4. Why do you think ferns like the environment in NZ?
5. Can you describe what a fern looks like? [lots of different appearances of ferns].

Predators and Pest

Text: Keep your cat inside

Provocation: If people own pets, they should always be kept inside.

Vocab: Reputable organisations, native species, observed, data, ferocious, feral, evidence, convincing, scientific research, endemic, active, reliable, methodology, valid, estimated, square kilometre, %, invertebrates, predators,

Focus Questions:�1. Why is the topic about cats and whether they should be kept inside a topic of great debate?�2. Why would keeping them inside at night help with protecting endemic animals?�3. Page 4: what is the main creature which is being killed by cats?�4. Discuss percentage and what this means.�5. What is a predator? How does this differ from a pest?�6. What sort of things could we do (as pet owners) to ensure cats do not kill native wildlife?

Predators, Pests, and other threats to wildlife

Text: A New Zealand Crocodile?

Vocab: scorching, fossils, fragments, trowels, core sample, extant, sediment, �Focus Questions/ Points:

1. Where is St Bathans?
2. From reading the first page, what can you infer this text is going to be about?
3. What clues can be found from looking at the ground?
4. What sorts of things are in the ground which may interest scientists?
5. What was a major find by scientists at St Bathans?
6. What tools do the scientists use to search the ground?
7. How did scientists work out the fossil must have been from a freshwater crocodilian rather than a salt water crocodilian?
8. If we were to find fossils of a crocodilian at Pt England, do you think it would be from a fresh water or salt water crocodilian? Why do you think that?
9. Do you have any other ideas about why the Crocodilian may have died out?

Animal Pest Control (NZ Plant Conservation Network)

Vocab: Pest control, remnants, mustelids, ungulates, ecosystems, browsing, regeneration, understorey, depleting, non-target species, vegetation, deter,

Discussion Points:

1. In what ways can pests negatively impact the environment?
2. Is pest control as easy as acting on it and then leaving? [No - discuss what routine inspections/ action might look like].
3. What pest control methods do you think are currently being used at Pt England?
4. Do you think there are 1 or 2 best methods of control? Why do you think this?

Rongoā

Plants that Heal (Sue Gibbison)�Vocab: �Focus Points:

1. P19: Why would they choose to plant taller trees at the edge of the garden, and smaller ones in the middle?
2. According to the table (p20), which trees would be at the centre of the garden, and which trees would be at the edge?
3. Why would 7kg of olives only produce 3L of olive oil?