| 2. |
Achievement
Objectives. |
| |
|
|
 |
Biology
in the New Zealand Curriculum - 7.3(b) |
| |
|
Investigate
examples of processes or techniques used in applied biology
that meet human needs or demands. |
| |
|
NCEA
Internal Achievement Standard - Biology 2.2 |
| |
|
Research
an applied biology technique. |
 |
| |
Fact
Sheets |
|
|
|
|
|
How
to help us |
|
|
|
|
Marine
biosecurity management |
|
|
|
|
Marine
biosecurity research programmes |
|
|
|
|
Marine
pests in New Zealand |
|
|
|
|
Marine
pests threatening our waters |
|
|
|
|
The
organisational structure of marine biosecurity in New
Zealand |
|
|
|
|
Pacific
Islands fishing traditions |
|
|
|
|
Protecting
our marine biodiversity |
|
|
|
|
What
is marine biodiversity? |
|
| 3. |
Activities. |
|
| |
1. |
Introduction
- what is biodiversity? |
|
| |
|
Read
the fact sheet "What is marine biodiversity?"
In
groups or as a class, discuss, create, and display a
definition of biodiversity.
|
|
| |
2. |
Marine biodiversity and aquaculture. |
|
| |
|
Human
activity can threaten biodiversity, but we can maintain
some species through marine farming. For example, wild
stocks of seahorses are harvested and sold as Asian aphrodisiacs,
reducing their numbers, but if we farm seahorses for export,
we can conserve the wild stocks.
Individually
or in small groups, research the potential of a New
Zealand marine species to be farmed and sold. Use the
fact sheets as a starting point. You may also find useful
information on NIWA's Aquaculture Update Online www.niwa.co.nz/pubs/au/archive)
Students
should aim to research and investigate biological concepts
and processes involved in a technique used in applied
biology that meets human needs or demands:
|
|
| |
|
|
|
The
research will involve collecting data from secondary sources.
Some use of primary sources, such as interviews, is acceptable.
The students should carry out their own research rather
than the research being teacher-directed. |
|
| |
|
|
|
Biological
concepts and processes refer to the biological knowledge
associated with the technique being researched and could
relate to the development, use, or future implications
of the technique. |
|
| |
|
|
|
The
discussion must cover how the technique meets a human
need or demand and could include the reasons for developing
the technique, the purpose of the technique, the effect
of the technique on people or other animals or plants,
and how the technique is used to solve a problem. |
|
| |
|
The
research could be presented as a written report, newspaper
article, seminar, poster, website, multimedia presentation,
and so on. |
|
| 4. |
Useful
Links. |
|
| |
|
www.niwa.co.nz/edu/students. |
|
| |
|
Undaria
- gorse of the sea?. (Link to Department of Conservation
NZ web site) |
|
|
|
|
|
|
