STATEMENT ABOUT CURRICULUM LINKS Because this kit is site-based and most kit users will visit the site, the main curriculum objectives will be based around an environmental theme. The strongest links will probably be with the science, social studies and health and physical education documents, although aspects of the art curriculum is important in getting the best value from a visit. Of course the English document is always the basis of any study as the other documents continually feed in material that develop students' learning in oral, written and visual language. Similarly, good opportunities exist at all sites to explore many ideas in all of the mathematics strands. The best summary of links for the seven curriculum areas can be found in: Ministry of Education. 1999. Guidelines for Environmental Education in N.Z. Schools. Ministry of Education. Wellington. New Zealand.

1. THE ARTS Te Whanganui-A-Hei offers opportunities for students, at appropriate levels, to develop concepts in each of the four interrelated art strands:

• Developing practical knowledge in the arts • Developing ideas in the arts • Communicating and interpreting in the arts • Understanding the arts in context

The Arts are made up of four strands: 1a. Dance 1b. Drama 1c. Music 1d. Visual Arts 1a. Dance Pupils can create dances using their own movements and those of others. Emphasis should be placed on expressing the meaning of what they portray. 1b. Drama

Encourage pupils to develop ideas in group situations and (according to their abilities and confidence) either act them out in a spontaneous way or write a brief outline of the main ideas to present to their group or the class. 1c. Music Encourage listening to music that represents / expresses ideas about the environment and culture. Pupils can use instruments available in the school to

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express the sounds they have heard and to combine (in groups) to produce small pieces they can perform amongst themselves. They can experiment in making symbols to represent the sounds they have heard and use them in group situations with either voice or instruments. 1d. Visual Arts There is a need to ensure that the objectives and media fit the levels of pupil skill and experience when setting the topic. The most important aspect of this area of the curriculum is to ensure that ALL students feel that they have achieved success and that adult concepts are not placed on their efforts. Only in this way will enthusiasm be gained for further efforts. 2. SOCIAL STUDIES Social Studies education aims to enable students to participate in a changing society as informed, confident and responsible students. Te Whanganui-A-Hei offers opportunities for students, at appropriate levels, to develop concepts in each of the five strands: 2a. Social Organisation 2b. Culture and Heritage 2c. Place and Environment 2d. Time, Continuity and Change 2e. Resources and Economic Activity

2a. Social Organisation • How do people organise themselves to visit the marine reserve? • What different groups of people are they? • How do different groups organise themselves to respond to marine

reserve management issues? • How does the Department of Conservation organise staff to manage the

marine reserve? 2b. Culture and Heritage • What aspects of Maori tradition are associated with the area? • What use is made of the marine reserve and surrounding area by family,

tourists, boating swimming and diving users, community and education? 2c. Place and Environment • Why is the marine reserve a significant environment for people? • How do peoples’ activities influence the environment? • How and why peoples’ perceptions of the marine reserve are reinforced or

changed by information or experience? • How and why do people seek to resolve differences over how places and

environments should be used? • How do people express a sense of belonging to the marine reserve?

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2d. Time, Continuity and Change • How do beliefs and ideas in society change and how has this impacted on

the marine reserve? • How is the idea ‘change over time’ used as a concept for the marine

reserve development?

• How has Maori use of the area changed over the centuries? 2e. Resources and Economic Activities • How have Maori used the area as a resource in the past? • Discuss past and current economic uses of the area e.g., water, diving,

fishing, snorkelling, tourism and trails.

3. SCIENCE Learning in science is fundamental to understanding the world in which we live and work. It helps people to clarify ideas, to ask questions, to test explanations through measurement and observation, and to use their findings to establish the worth of an idea. (Science in the N.Z. Curriculum p.7). Of the four contextual strands:

3a. Planet Earth and Beyond, 3b. The Living World, 3c. The Physical World, and 3d. The Material World

Te Whanganui-A-Hei studies will particularly enhance development of knowledge, understanding, skills and attitudes in 3a. planet earth and beyond and 3b. the living world strands. 3a. Planet Earth and Beyond Achievements in Aims One and Two (Science Curriculum p.106) lead to achievement of Aim Four: investigate how peoples' decisions and activities change the physical environment, and develop a responsibility for the guardianship of the planet and its resources. Any achievement in this aim through studies in the marine reserve is important.

Interpretation of the extensive views of the surrounding land and seascape, however elementary, from the many vantage points, can help to cement important 'our land, our place, our guardianship' values and attitudes in students of all ages. Investigations of the aims and objectives of the management for the marine reserve will give important insights into the environmental guardianship role given to the Department of Conservation by government policy.

3b. Living World

Development of concepts in all of the four achievement aims (science curriculum p.52) could be attained during a marine reserve project with the

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first three aims culminating in an enhanced understanding of the all important Aim Four. This can be achieved through appropriate activities at any level from one to eight. 4. TECHNOLOGY Learning in technology implies becoming confident in using a variety of means to address needs and opportunities and solve practical problems within society. Technology education explores choice and the factors that influence choice, including culture and society, costs and benefits, aesthetics, and fitness for purpose. It seeks to empower students to make informed choices in the use of technology and in their response to technological change (Technology in the N.Z. Curriculum, p.8). A wide range of opportunities exist through a reserve visit within the contexts of the three strands:

4a. Technological Knowledge and Understanding 4b. Technological Capability 4c. Technology and Society

Examples would include the technologies involved in:

• The development of facilities for reserve users such as:

Tracks, track structures, signage, toilets, shelters, vehicle access.

• Aspects of the school trip to the reserve such as choices of: Clothing, food, drink, personal accessories.

5. HEALTH AND PHYSICAL EDUCATION

Te Whanganui-A-Hei visits and projects offer opportunities for students, at appropriate levels, to develop concepts in each of the four strands: 5a. Personal Health and Physical Development 5b. Movement Concepts and Motor Skills 5c. Relationships with other People 5d. Healthy Communities and Environments 5a. Personal Health and Physical Development • Identify and use safe practices and risk management in the marine reserve

environment.

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• Share ideas and beliefs about how the use of the marine reserve environment enhances personal health.

5b. Movement Concepts and Motor Skills • All achievement objectives in this strand could be met through the

development of concepts relating to safe water skills in a group situation. 5c. Relationships with other People • Development of skills relating to planning safe and enjoyable experiences

in the marine reserve with class or family groups. • Develop skills in relating to other group members while in the marine

reserve to maximise enjoyment and positive learning experience outcomes. 5d. Healthy Communities and Environments • Share ideas to identify factors that relate to marine reserve use and

community mental and physical health. • Identify concepts that are used in the management of the marine reserve

environment that enhance the wellbeing of the plants and animals both on land and in the sea.

6. GENERAL STUDY TOPICS 6a. Signage Both technology and social studies projects could study the design and construction of signs at the kiosk and on the track, research the conservation messages and explore opportunities for additional signage in the marine reserve. 6b. Structures and Buildings • The lookout and kiosk. • The snorkel trail. 6c. General History of the Area • Life at the turn of the century • Traditional Maori use and occupancy of the area.

Blue cod

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TEACHER WORKSHEETS I. FOCUS ON AUDIO AND VISUAL ARTS This worksheet is designed to give you ideas that you can develop with students of any age. The emphasis for this unit is on the panoramic views from the kiosk and the materials on the beach and underwater. Ia. Music There is a wealth of music available that relates to the sea and its surroundings, both classical and modern. • Listen to some before you visit and discuss the moods reflected in it, the

sounds that portray the sea and the life in and near it. • Listen to the music of Neil Diamond's 'Jonathon Livingstone Seagull’,

(this can be sourced on video) and Fleetwood Mac's 'Albatross'. Ib. Plays Read the story of Jonathon Livingstone Seagull (this would maybe take a week but would be well worth it). It will open the door for wonderful language about life around the seashore. Poems can also be developed, these works could be displayed on walls, submitted for the school newspaper and read at assemblies. Refer to your school library, school journal files and resource room catalogues for material.

Ic. Art When your class visits the Hahei area, get pupils to gather seaweed, shells and driftwood from the beach (make sure you do this outside the marine reserve area). Back at school, working independently or in small groups, using hessian squares for background, arrange the seaweed, shells and driftwood and glue or stitch to develop a seashore picture. Hang them using a piece of driftwood with the hessian laced to it with string. Depending on abilities: • Use strong paper and cut out the shape of a fish, cut two and colour them

using whatever media is available, staple together leaving a small space to stuff with crushed newspaper or similar and hang them in the room. Paper can be folded into fan shapes and added as tails and fins. Several fish can be combined to make mobiles.

• More skilled students can, using coloured or black paper, cut out shapes of fish and shells and then work out designs that can be cut into the shapes to show fins, mouth and eyes when mounted on white paper. Maori designs using this method are extremely effective.

Snapper

A wall mural using different coloured paper to show the beach, water, islands and sky can be cut and stapled onto the wall. Cut outs seem to work better on these types of displays than drawing straight onto the paper. It is easier to achieve a 3-D effect this way, particularly if paper is curled and folded to create different effects.

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II. FOCUS ON MARINE RESERVE VIDEO The video ‘Marine Reserves: Why we need them’ presented by Barry Crump, is available from Department of Conservation, Waikato Conservancy library. Use the following leads for discussion. • List some of the concerns expressed by Barry Crump regarding taking the

ocean for granted. • Study the graph on the amount of fish taken in NZ waters. Why were

quotas introduced? • What is the ‘Quota Management System’? • Use the diagram showing the relationships between humans, kelp, snapper

and kina to write an outline of a food web and how over-exploitation of one link can affect the whole chain.

• What were the main comparisons the video made between land and marine reserves?

• What are the dimensions of the Cape Rodney to Okakari Point Reserve? • By how much did the density of rock lobster (crayfish) change in the

marine reserve compared to outside the boundary? • Ngati Whatua elders Sarah and Perry Watts support the marine reserve

after initially being concerned about it. Why? • What reasons did Dr Bill Ballantine give for the need to establish more

marine reserves? • What were the attitude changes of the people interviewed before and after

the marine reserve was established? kelp • Why was Barry Crump chosen to present the video?

Blue-eyed triple fin

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III. FOCUS ON MARINE RESERVE BROCHURE

Brochure: New Zealand’s Marine Reserves by Department of Conservation (supplied with kit).

Chiton

Marine Biodiversity

• ‘A new species of fish is being discovered on average every fortnight’. Who would be making the discoveries?

• Which marine habitat would most come from? Deep water, rock pools, harbours, scuba diver depth (down to 30m).

• If this rate keeps up, how many fish will be on the list by 2005? • What does ‘biodiversity’ mean? • Of the three types of ‘threat’ described, what one would have the greatest

impact on Te Whanganui-A-Hei? Marine Reserves – Why we need them?

Marine Reserves - why we need them…

• Make a list of reasons for why we need marine reserves. • Use the figures given in the section 'marine life grows bigger and is more

abundant' to make graphs showing the differences marine reserves make to blue cod and rock lobster. For example, show the possible percentage increase in size and number of lobster over five years and the percentage of cod larger than 330mm over seven years (1993 to 2000). Theoretically, how long would it take for half the cod to be longer than 330 mm.

• Approximately what percentage of the cod were more than 330mm long

after two years and after five years? Under threat….

• What would need to be done if the Asian date mussel or Undaria seaweed were discovered in the reserve? Who would be responsible for their removal/control? Who would pay?

• Oil spills have done serious damage to marine environments. What are some of the infamous disasters?

• If a large ship was wrecked on one of the islands in the reserve and it began to leak diesel fuel into the sea, what would need to be done?

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ACTIVITY SHEET 1

limpet

Investigating an oil spill: Try the following experiments to get an idea of the nature of the problem in that circumstance. Regional councils and other agencies must by law have plans in place to deal with oil spills in areas under their control. Responding to such an occurrence in the sea is a complicated operation, especially if a vessel has been damaged in rough weather with wind and waves rapidly dispersing oil slicks. Try the following activity to see some of the problems. • Half fill with water an aluminium container such as one used for cooked

chickens from the supermarket. • Use an eyedropper or straw to put in 5-10 drops of cooking oil – the 'oil

spill'. • Create waves in the dish to see how the oil dissipates and use a feather to

see what effect the oil might have on seabirds. • Use different materials to see what is effective in cleaning up the spill, you

may need to create new spills e.g. paper towel, cotton wool, string, strips of cloth. How quickly can you clean up the ‘spill’?

• Create a 'spill' in a second container. Add 5 drops of detergent. What happens? Where would the oil go in the real ocean?

• Which method would be best for the marine environment?

What are marine reserves?

• Describe a typical marine reserve. • What are some other ways of protecting the marine environment? How

do they differ from marine reserves? • Obtain free material about recreational fishing regulations from dive or

fishing gear shops, or search the internet for information. If you decide to go to shops for information, ask the retailers and customers for their opinions about the rules, favourite diving and fishing spots and their opinions about the need for marine reserves.

Partnerships for Protection

• Make a list of the groups of people interested in or helping to manage marine reserves. Alongside each write what their interests may be. Try looking on the internet to find out what groups are out there.

• Can you think of any group not mentioned that could possibly be included and why?

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Marine reserves in the making/more to come

kina

• This pamphlet/poster states a future goal for marine protected areas. What is it?

• Draw A4 size maps of the North Island and South Island and mark the reserves and protected areas. Show their approximate size. What area would have to be covered to achieve the goal?

• Mark where you would establish marine reserves to ensure different types of habitats are protected.

• Create a folder using the computer with your maps and future reserve development. Keep this on a disc so you can compare your predictions with the reality in 2010.

Use the Forest and Bird references listed on the reference page to research some of the processes and initiatives people must develop and costs incurred when trying to establish a marine reserve.

IV. FOCUS ON UNDERWATER OBSERVATIONS

One of the main objectives of a marine reserve is to conserve an area in its natural state as a habitat for marine life for scientific study. Te Whanganui-A-Hei was chosen because it has many different rock, reef and soft sediment habitats that support diverse communities of plants, crustaceans, molluscs and fish.

These communities are accessible for school groups and provide opportunities for research and marine education. School groups can participate in underwater research by recording observations about the marine environment. The data collected will be useful for managers of the reserve to define trends in biodiversity. Gemstone Bay and Stingray Bay are accessible for class groups snorkelling from the shore. These sites are within reasonable gear carrying distance from the car park. If sea conditions are unsuitable for snorkelling at Gemstone Bay, use the rocks and reefs on the western side of Hereherataura Peninsula at the eastern end of Hahei Beach.

To charter a boat that can take a whole class and parent helpers for snorkelling at suitable sites in the reserve for either half or full day charters, contact:

Seal Simpson of 'Seaquest III' Tel: 07-864-7091.

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Before visiting Te Whanganui-A-Hei Marine Reserve become familiar with the suggestions in the booklet 'Snorkelling will change the way you look at the World'. Get snorkel fit by organising a mini dippers course (through a local dive shop) or practising in the school pool. Parents are a wonderful and important resource for snorkelling, get them organised too! Getting ready • Make sure the mask does not leak. Keep hair out of the mask and ensure

the strap is high on the back of the head. • Wear a wetsuit as it allows a longer time in the water and protects from

bumps, scratches and sunburn. • Wear a weight belt. Wetsuits make it harder to stay underwater, although

this depends on the thickness of the suit and the body type of the snorkeller. To overcome this, get students used to wearing a weight belt. Most students will be able to float on the surface with a one kilogram weight placed on their belt in the small of their back, (with the quick release buckle in the front). A belt with a quick release stainless buckle and a one kilogram weight can be purchased for under $30 - a class set of five belts should reduce the purchase price. Wearing a wetsuit and properly weighted belt, students should be able to swim along the bottom of a small school pool.

• To fit flippers, sit on a rock in knee deep water and put the flippers on –

then just float off the rock – always kick slowly, never splash. • Spend time just floating, adjusting breathing and getting eyes accustomed

to the visibility and the depth – the longer spent doing this, the more you will see.

• This snorkelling experience to the marine reserve may be your first. Keep

a record of all you to compare with future dives. Expect dramatic changes over several years; the best way to do this is to keep a written summary.

• The more snorkelling you do, the better observer you will become; a one

hour session will show that you peak in your observing ability after about half an hour and as you get cold your ability reduces, even though you continue to see new and exciting things.

• As you get to know different fish species, you will be able to predict their

behaviour and adjust your techniques of approach – then you will be able to approach close enough to observe details of structure, behaviour and lifestyle.

Enjoy!

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V. FOCUS ON FISH WATCHING All you need is your head underwater to find yourself in a whole new world! You'll see fish and more fish - but if you look closely you'll notice their body shapes are related to their lifestyle. Here are some of the fish most likely to be spotted while snorkelling, from the not-so-streamlined to the moochers and the queens-of-speed.

The Bottom Dwellers

These fish do not move far from the seabed. They are flat underneath for ease of lounging and scrounging on the bottom substrate. Take care not to stand on dinner-plate sized flounder! Watching Triple Fins These small, sometimes brightly coloured fish, use pelvic fins beneath their heads for propping themselves up to look for prey. They are small enough to be able to use any hole or crevice for shelter. They range up and down the shore with the tide – so they are probably the first fish you will see in knee deep water. They hold themselves on the bottom against wave surges with large paired pectoral fins spread flat creating ‘negative lift’ (opposite to an aeroplane wing). When observing triple fins in shallow water lie on the surface, trying not to move your arms and legs and allow the surge to move you to and fro. Notice how the fish stay in the same place while you drift back and forth. With care you will get within a few centimetres and see how beautifully patterned they are. Very close observation will reveal why this diverse family are called triple fins.

Blue-eyed triple fin

Watching Blue Cod These friendly fish hang around on the bottom and can be inquisitive enough to follow you. Their powerful tube-shaped body gives them the ability to lunge with deadly speed at small fish and crabs, using their large mouth to swallow them whole! If you are a good breath-holder and can stay on the bottom (at two metres depth) for 30 seconds, they will come right up to you. Watch their eyes swivel as they give you the ‘once-over’.

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Blue cod

The Moochers

Ecklonia

These are the characters of the bladder/kelp fringe, which is the mix of several algae - brown and red that grow from below the low tide zone to three metres depth. Moochers move easily up from the bottom to cruise above the seaweed in open water and back again. Watching Snapper These large beautifully spotted fish will become favourites at the marine reserve as their numbers and tameness increases. They are graceful swimmers that show a startling turn of speed when taking prey. Snapper feed head down with their large powerful mouth probing the sand, rocks and weeds for food. They can demolish a kina or large crab with ease.

Snapper

Close up you will see the iridescent spots along the snapper's body pulsing with reflected light as they swim. A signal to other fish perhaps? Watch snapper for a minute or two to see how they use various fins for different movements. Watching Parore Spear fishers used to call them the deer of the sea. Like deer they are herbivores and if alarmed will take fright and disappear beyond visibility in a flash. Parore are greyish in colour, with ten dark vertical stripes along their powerful bodies. They are pale yellow underneath. Although ‘flighty’ by nature they will become increasingly tame. Look at the ones swimming with the woman and child at the Cape Rodney-Okakari Point Reserve, shown in the poster. How many parore are there in the photo? Look at the thickness at the base of the tail - an indication that this fish has powerful acceleration and can beat others from a ‘standing start’. Close up, note the small mouth used for clipping off pieces of seaweed to eat. Watching Spotty These fish can be seen as soon as you enter water one metre deep. The black spot on their side stands out and at times spotty's will be the most abundant species present. All small spotty's will be female. Ones around 20 cm long with a paler diffused spot will have changed sex to become male.

Female spotty

If snorkelling in summer or autumn, look for small juveniles in the kelp weed beds, even in shallow water. They will allow you to approach to within a few centimetres if you don’t make sudden movements. Close-up a spotty will show its pointed beak-like mouth with exposed teeth – excellent for picking off small crabs, shrimps and worms. They are

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always busy and fun to watch feeding. You may see juveniles picking parasite-like fish lice from the scales of other fish. Larger fish allow the little spotty's to fuss over them – a little like a hairdresser.

The Streamliners

With bodies built for cruising on overdrive, torpedo shaped with fluid movements, driven by a barely perceptible flick of the tail, these ‘queens-of-speed’ occupy the mid-water zone. They are rangers and hunters coming and going across the boundaries of the marine reserve. Watching Yellow Eyed Mullet Schools of these fish, up to 20 cm long, will be seen slowly cruising the shallows. Undisturbed their schooling behaviour can be studied. Note how the leaders continually change. Why? Young yellow eyed mullet feed on plankton (which you may see if the water is clear). Older yellow eyed mullet will forage on the seabed, head down gulping up sand and debris to filter out tasty morsels. Yellow-eyed mullet

Try ageing the school: • one year olds are around six cm long • two year olds are about 11 cm in length and • three year olds are around 15 cm long. They can live for up to seven years. Amazingly, a single fish can lay more than 500,000 eggs, most of which become food for other predators. If you are really lucky you may see terns or shags hunting these fish underwater. Watching Kahawai These large streamlined predators cruise at speed continually watching smaller fish, particularly schools of yellow eyed mullet - their favourite food. You will see them if visibility is good. A surface disturbance will signal frightened mullet leaping clear of the water to escape kahawai charging into their midst for the kill. If you see boldly spotted fish in a school of mullet they will be young kahawai utilising the same plankton diet.

Kelpfish

A host of other fish may be seen. Use reference books to identify the following before you go snorkelling so you can make an accurate list of species seen: leather jacket, banded wrasse, maomao, butterfish, red moki, demosielle, marblefish, sweep, goatfish and kelpfish. From your observations try placing fish in the three categories; bottom-

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dweller, moochers, or streamliners. Or invent new categories of your own! Scientists are still learning about the fish of the marine reserve. For many fish, their diet and details of their life history is poorly known. A worthwhile activity back at school would be to pool the class’s knowledge from observations to create possible food chains or food levels. Any underwater observations made by the class could be carefully written up as a report and sent to the Reserve Management Committee (see Resources and References).

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