| 2. |
Achievement
Objectives. |
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Resources
and Economic Activities: level 4 |
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How
and why people view and use resources differently
and the consequences of this. |
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Fact
Sheets |
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The
history of fishing in New Zealand |
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How
to help us |
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How
we conserve our fisheries |
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Maori
fisheries today |
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Marine
biosecurity management |
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Marine
biosecurity research programmes |
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Marine
pests in New Zealand |
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Marine
pests threatening our waters |
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The
organisational structure of marine biosecurity in
New Zealand |
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Pacific
Islands fishing traditions |
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Protecting
our marine biodiversity |
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Traditional
Maori fisheries |
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What
is marine biodiversity? |
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| 3. |
Activities. |
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1. |
Introduction
- what are biodiversity and biosecurity? |
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Read
the fact sheets "What is marine biodiversity?"
and "Organisational structure of marine biosecurity
in New Zealand".
In
groups or as a class, discuss, create, and display
definitions of biosecurity and biodiversity.
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2. |
Generic Inquiry . |
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Individually
or in small groups, choose one of the following
marine environmental issues to investigate. Useful
fact sheets are suggested as starting points. |
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Marine
protected areas - What are they? Where are
they? Are they successful?
Useful
fact sheets: "Protecting the treasures of
the sea", "How we conserve our fisheries"
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Traditional
fishing practices
Useful
fact sheets: "Maori fisheries today",
"Traditional Maori fisheries", "Pacific
Islands fishing traditions"
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Endangered
species
Useful fact sheets: "What is marine biodiversity?",
"New Zealand's marine biodiversity", "Protecting
our marine biodiversity"
Useful links: www.niwa.co.nz/edu/students |
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Managing
sustainability
Useful fact sheets: "The history of fishing
in New Zealand", "How we conserve our
fisheries" |
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Marine
invaders in our backyard
Useful fact sheets: "Marine pests in New Zealand",
"Undaria - gorse of the sea?" |
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Potential
invaders
Useful fact sheets: "Marine pests threatening
our waters", "Organisational structure
of marine biosecurity in New Zealand", "Marine
biosecurity management" |
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Use
the following research method: |
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Develop
a framework for your enquiry. |
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Describe
your hypothesis and aims. |
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Collect
and record information. |
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Process
the information. |
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Analyse
the information. |
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Reflect
on your research process and findings. |
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Make
your conclusion(s). |
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Present
the project within a marine theme, for example,
in a fishing net, kete, fishing line or hooks, mussel
farm, or rope. Communicate your findings to the
rest of the class. Include a log or diary of your
research activity and list any useful websites you
find. |
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3. |
Values Exploration - looking at attitudes and opinions. |
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Choose
one of the following issues: |
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Access
to fisheries - the value of marine protected
areas.
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Undaria
- threat or opportunity?
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You
could either: |
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identify
a range of positions and opinions relevant to
the issue and place them on a continuum from "strongly
support" to "strongly oppose".
Present these opinions using speech bubbles;
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or: |
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design
a T-shirt relevant to the issue with a biodiversity/biosecurity
theme and present it as a poster.
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4. |
Social Decision Making. |
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Read
the news stories "Big fines for scalloping
infringements", "Poachers force ban on
popular beach", "Seafood find 'disgusts'
MFish officers", and "Shellfish and fish
warnings still in place near rivers". |
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In
small groups, choose one of the news stories and
prepare a written report.
Follow this process: |
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Identify
the issues and problems involved..
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Consider
a range of solutions to the issues.
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Use
a decision-making template to look at the advantages
and disadvantages of each solution.
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Choose
an appropriate action to take.
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Justify
your decisions.
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| 4. |
Useful
Links. |
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www.niwa.co.nz/edu/students. |
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Undaria
- gorse of the sea?. (Link to Department of
Conservation NZ web site) |
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