notice nature create in nature - doc.govt.nz
TRANSCRIPT
Head outside and find a quiet location with enough space so you won’t bump into each other.
• Reach up tall and strong like trees in the ngahere/forest.
• Bend down and touch your toes and Papatūānuku.
• Reach your arms out wide like the stars of Matariki.
• Curl up in a ball like te marama/the moon.
• Move like the waves in the moana/ocean.
• Fly like the pīwakawaka.
• Creep quietly like a kiwi.
• Run round and round like a cheeky kea.
• Reach up tall and strong like the trees in the ngahere/forest.
• Bend down and touch your toes and Papatūānuku.
• Lie down on Papatūānuku, eyes towards Rangi-nui (the sky), hands on your tummy, and breathe.
Sketch Nature
• Take your art supplies outside and find somewhere or something in nature to draw.
• It might be a leaf, a landscape, an insect, a flower or an atua – Tāne-mahuta, Tāwhiri-mātea, Tangaroa.
• Try drawing your nature in many different ways – in detail, as shapes, with different colours.
Nature Rock Art activity
• Try copying your drawing (or something new) onto a rock using paint or markers.
NOTICE NATUREOutdoor nature moves
CREATE IN NATUREOutdoor art projects
Students will need:
• sketch nature: piece of card, rubber and pencil
• nature rock art: small rock, paints, markers and/or pens
Classroom activity
Sketch nature: Create a classroom collage of all your beautiful nature sketches.
Nature rock art: Take your rock home and gift it to your whānau or hide your rock in the school grounds for another student to find and enjoy. You could draw a ‘treasure’ map to help your classmates find it.
doc.govt.nz/education#TeachOutsideNZ
doc.govt.nz/education#TeachOutsideNZ
DISCOVER NATURECurious kea scavenger hunt
Teacher resources:
• scavenger hunt list
• box or container for ‘discover nature’ chest
Students will need:
• scavenger hunt pouch/container (or paper/card and tape to make your own by folding)
• scavenger hunt list – available on the DOC education web page
Take your treasure pouch and your scavenger hunt list.
• Write items on a small whiteboard and take outside with you, or
• call out items from list below, or
• print separate scavenger hunt lists.
Now you’re ready to head outside. Find the items as fast as you can!
• 5 different types of green
• 5 oddly shaped sticks
• 5 little things that roll
• 5 nature triangles
• 5 different smells (eg cut grass, wet bark)
Classroom activity
Make a classroom ‘discover nature’ treasure chest. Choose an item that captures your interest and add it to your chest. As a class, pick out one item at a time – can your class find the same one or where it came from?
Teacher resources:
• printable bookmarks (5 per page) – available on the DOC education web page
• stamp/stickers
Students will need:
• reading book
• read in nature bookmark
Each day, take your chosen book outside and find somewhere special where you’d like to read. This could be on your own, with your teacher or with a buddy.
Collect a stamp (or signature) from your teacher each day you complete the bookworm challenge.
READ IN NATURE
Classroom activity
Share with your class what your special reading spot in nature looks, smells and sounds like.
How did it make you feel to read outside in your special place?
Bookworm challenge
•
•
•
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•
•
doc.govt.nz/education#TeachOutsideNZ
doc.govt.nz/education#TeachOutsideNZ
Students will need:
• A4 piece of paper and something to press on like an exercise book
• plain or coloured pens/pencils
Head outside and spread out somewhere comfortable.
• Place an X in the center of an A4 piece of paper. This X represents you.
• Sit or lie quietly and listen to all the sounds you hear (try closing your eyes).
• Map these sounds on the paper – what can you hear in front, behind, to the sides and even above you?
• Use words/drawings to represent and describe the sounds.
Classroom activity
Share your sound map and what you heard with your classmates.
LISTEN TO NATURE
Sensory sound map
doc.govt.nz/education#TeachOutsideNZ
Act
ivit
y
• S
tory
idea
s /
ang
le
�
Wha
t’s th
e cu
rren
t eve
nt o
r ne
ws
artic
le y
ou
wan
t to
writ
e? Is
it:
–an
opi
nion
pie
ce (l
ike
an e
dito
rial)
–a
feat
ure
artic
le (l
onge
r an
d m
ore
in-d
epth
th
an a
regu
lar
new
s ar
ticle
)
–a
repo
rt o
n a
natu
re p
roje
ct
–a
stor
y eg
a d
ay in
the
life
of a
tr
ee/b
ird/in
sect
–a
fact
she
et
• In
terv
iew
que
stio
ns (f
or p
eopl
e or
nat
ure
itsel
f –
get c
reat
ive,
wha
t did
the
tree
see
, hea
r, fe
el?)
• D
raft
ing
yo
ur s
tory
– y
ou w
ill ne
ed;
�
Op
enin
g p
arag
rap
h (s
omet
imes
writ
ten
in
bold
font
)
–Te
ll th
e re
ader
the
key
deta
ils o
f the
sto
ry
(who
, wha
t, w
hen,
whe
re)
�
Quo
tes
– fro
m y
our
inte
rvie
w(s
) to
help
tell
th
e st
ory.
–Th
ese
are
the
exac
t wor
ds s
poke
n by
the
pers
on y
ou in
terv
iew
ed. R
emem
ber
to u
se
spee
ch m
arks
.
�
Co
nclu
sio
n –
sum
up
the
stor
y an
d le
ave
the
read
er w
ith s
omet
hing
to th
ink
abou
t.
�
A h
ead
line
(and
sub
-hea
ding
) – to
att
ract
the
read
er’s
att
entio
n an
d m
ake
them
wan
t to
read
th
e st
ory.
–M
ake
it sh
ort a
nd s
napp
y. F
unny
. Dra
mat
ic.
�
An
imag
e -
phot
o, il
lust
ratio
n or
art
wor
k –
a
pict
ure
tells
a th
ousa
nd w
ords
!
–A
cap
tion
for
your
imag
e –
wha
t’s th
e
imag
e of
?
�
Pub
lishi
ng –
whe
re w
ill yo
ur re
ader
s fin
d
your
art
icle
?
–S
choo
l/cla
ss n
ewsl
ette
r? W
ebsi
te?
Blo
g?
RE
PO
RT
ON
NA
TU
RE
Nat
ure
jour
nalis
t
Stu
den
ts w
ill n
eed
:
• C
amer
a/iP
ad a
nd/o
r ar
two
rk
Ext
ensi
on
idea
s
• A
cla
ss n
ewsp
aper
– w
hat w
ould
you
cal
l you
r cl
ass
new
spap
er?
àC
olla
te y
our
stor
ies
into
one
pub
licat
ion.
• Fi
lm y
our
clas
s ne
ws
and
crea
te a
‘bul
letin
’
àTe
ll yo
ur d
iffer
ent s
torie
s al
l at o
nce
do
c.g
ovt
.nz/
educ
atio
n#T
each
Out
side
NZ
Act
ivit
y
Orie
ntee
ring
is a
fun
spor
t whe
re fi
tnes
s, m
ap re
adin
g sk
ills a
nd c
leve
r th
inki
ng a
ll pl
ays
a pa
rt in
who
can
ge
t aro
und
a co
urse
in th
e fa
stes
t tim
e. O
rient
eerin
g ca
n be
a fu
n w
ay to
exp
lore
you
r sc
hool
gro
unds
and
m
ove
thro
ugh
natu
re, i
t can
als
o be
com
petit
ive
with
tim
e be
ing
a m
otiv
atio
n.
• P
rovi
de (o
r cre
ate)
a m
ap o
f you
r sch
ool g
roun
ds.
Cle
arly
iden
tify
the
boun
darie
s fo
r th
is a
ctiv
ity.
• P
rovi
de
a lis
t o
f lo
catio
ns fo
r st
uden
ts to
incl
ude
as th
eir
orie
ntee
ring
cont
rols
, for
oth
ers
to fi
nd.
�
A n
ativ
e tr
ee, a
n ex
otic
tree
, a n
ice
plac
e to
sit
in th
e su
n, a
qui
et p
lace
, a n
oisy
pla
ce, a
pla
ce
whe
re th
e w
ind
blow
s lit
ter,
a pl
ace
whe
re
inse
cts
like
to li
ve, a
tree
that
bird
s vi
sit o
ften
etc
• Ta
ke a
wal
k o
utsi
de
and
enco
urag
e st
uden
ts
to e
xplo
re lo
catio
ns s
uita
ble
to p
lace
an
orie
ntee
ring
cont
rol/m
arke
r, fo
r ot
hers
to fi
nd.
Kee
p yo
ur id
eas
secr
et!
�
Stu
dent
s m
ark
on th
eir
map
whe
re to
put
th
eir
cont
rols
.
�
They
cou
ld a
lso
writ
e cl
ues
that
can
be
used
in
stea
d of
con
trol
s.
• Te
ache
r to
sel
ect
whi
ch m
aps
(or
take
tim
e to
ex
plor
e al
l the
cou
rses
) to
be s
et o
ut.
�
Cou
rse(
s) c
an b
e co
mpl
eted
indi
vidu
ally
, in
pairs
or
grou
ps o
f thr
ee.
�
Set
stu
dent
s of
f at i
nter
vals
if y
ou a
re w
antin
g to
use
tim
e as
a m
otiv
atio
n.
�
Sta
gger
whe
re s
tude
nts
star
t on
the
cour
se to
av
oid
‘tail
gatin
g’.
Orie
ntee
ring
Stu
den
ts w
ill n
eed
:
• M
ap o
f sc
hoo
l gro
und
s (o
r cr
eate
you
r ow
n as
a
sepa
rate
act
ivity
)
• O
rien
teer
ing
co
ntro
ls/m
arke
rs (o
r cr
eate
you
r ow
n cl
ass
set)
Oth
er r
eso
urce
s
Sho
rt fi
lm –
10
elem
ents
of o
rient
eerin
g
http
s://
ww
w.o
rien
teer
ing
.org
.nz/
reso
urce
s/sc
hoo
ls-r
eso
urce
s/
Ext
ensi
on
idea
s
Stu
den
ts c
reat
e yo
ur o
wn
map
of
the
scho
ol
gro
und
s an
d
• A
dd la
ndm
arks
to y
our
map
to a
dd in
tere
st a
nd
accu
racy
to y
our
map
.
àLa
rge
tree
s, s
heds
, fen
ces,
pla
ygro
und,
se
ats,
gar
dens
àC
ateg
oris
e co
mm
on la
ndm
arks
with
a s
ymbo
l an
d ad
d a
key
to th
e m
ap
Cre
ate
your
cla
ss s
et o
f o
rien
teer
ing
co
ntro
ls
Trad
ition
al o
rient
eerin
g co
ntro
ls a
re a
squ
are
flag
with
a
diag
onal
of o
rang
e an
d w
hite
. Fo
r th
is a
ctiv
ity th
ey
coul
d be àFa
bric
flag
s or
car
ds, p
aint
ed ro
cks
or s
peci
fic
item
s to
loca
te
àM
ake
sure
you
num
ber
or c
ode
each
con
trol
so
stud
ents
pro
ve th
ey h
ave
loca
ted
the
cont
rol
Mea
sure
yo
ur d
ista
nces
/tim
es
• E
stim
ate
dist
ance
and
use
mea
surin
g to
ols
to
det
erm
ine
the
dist
ance
s be
twee
n ea
ch
cont
rol p
oint
àW
ho in
the
clas
s ha
d th
e lo
nges
t cou
rse?
S
hort
est c
ours
e? M
ean,
med
ian,
mod
e et
c.
àW
hat w
as th
e fa
stes
t tim
es, a
vera
ge ti
me
etc.
do
c.g
ovt
.nz/
educ
atio
n#T
each
Out
side
NZ
RA
CE
IN N
AT
UR
E