Guided walks for photographers

Date posted: 21-Jun-2017

For a wonderful day of wildlife photography please join us on Tiritiri Matangi Island for a Ph..

Ferry discounts for Supporters

Date posted: 18-May-2017

Tiritiri Matangi Island, the perfect winter's day trip. The birds are at their best, warm up w..

More kiwi for the Island

Date posted: 04-Apr-2017

In 1993 and 1995, sixteen little spotted kiwi were released on Tiritiri Matangi Island. The ma..

2017 Photo Competition

Date posted: 22-Mar-2017

It is that time of year again when we are looking for entries for our photo competition (and phot..

The 2017 concert

Date posted: 05-Feb-2017

This year's concert promises to be another wonderful and unique experience. Click here (/concert-..

Shorebird Film Festival at Devonport

Date posted: 26-Oct-2016

Click here (/miscellaneous documents/DevWaderFilms.jpg) for details of a forthcoming film festival c..

Extra Dawn Chorus Trip

Date posted: 20-Oct-2016

Stop Press: Extra Dawn Chorus trip now scheduled for Thursday 27th October 2016. ..

2016 AGM

Date posted: 06-Sep-2016

The 2016 AGM was held at the Kohia Centre at 7:30 pm on Monday 19th September. Click here (/..

New hihi film

Date posted: 30-Jul-2016

A wonderful new film describing the hihi story on Tiritiri Matangi has now been added to the hih..

New Wildside video

Date posted: 29-Jul-2016

Click here (https://blog.doc.govt.nz/2016/06/21/tiritiri-matangi-volunteers/) to view a wo..

Curriculum Links

Science as Key Learning Area (adapted from The New Zealand Curriculum pages 17, 18, 28 and fold out charts).

 

In science, students explore the natural and physical world and science itself at work so that they can participate as critical informed and responsible citizens in a society in which science plays a significant role.

What is science about?
 

Science is a way of investigating, understanding, and explaining our natural, physical world and the wider universe.  It involves generating and testing ideas, gathering evidence by making observations, carrying out investigations and modelling, and communicating and debating with others, in order to develop scientific knowledge, understanding, and explanations.

Scientific progress comes from logical, systematic work and from creative insight, built on a foundation of respect for evidence.  Different cultures and periods of history have contributed to the development of science.


The achievement aims of the nature of science and the living world are addressed by our program as follows.

 

Levels 1 and 2 Science Achievement Objectives

 

  • Appreciate that scientists ask questions about our world.
  • Investigate the natural world through exploration, play and asking questions (use all of your senses to explore the environment at school - plus your brain - observation exercises, come to the island with your own questions to be answered).
  • Build language about how the natural world can be represented (pre-visit mapping exercise - draw an imaginary island. What would you need to survive on it?).
  • Explore issues linking their science learning to their daily living, eg why do we not have endangered birds in our suburbs?
  • Recognise that all living things have certain requirements to stay alive.  What do humans, plants and animals need to survive?
  • Recognise that living things are suited to their particular habitat.  What do the individual bird species need eg could the takahe use the robin’s nest?
  • Recognise there are lots of different living things in the world and that they can be grouped differently (use resources on bird, plant and other animal life).
  • Explain how we know some living things in the world are now extinct (historical data).
  • Explore and describe natural features and resources (all life needs water - what kinds of water are on Tiritiri Matangi, what about nests and shelter?).
  • Describe how natural features are changed and resources affected by natural events and human actions (also evidence of storms in tree fall).

 

Levels 3 and 4 Science Achievement Objectives

 

  • Appreciate that science is a way of explaining the world and that science knowledge changes with time - eg in New Zealand we now have mainland conservation islands with predator proof fences and controls like Ark in The Park and Maungatautari).
  • Identify ways in which scientists work together and provide evidence to support their ideas.  During the trip to the island students could be ornithologists, rangers and reporters or practise being scientists. Build on prior experiences working together to share and examine knowledge - eg sharing between groups after trip to the Tiritiri Matangi - different groups will see and hear different things
  • Ask questions, find evidence to carry out simple explanations (measure birds behaviour).
  • Develop scientific symbols, conventions and vocabulary, eg learn about bird banding from the display on Tiritiri Matangi.
  • Explore various aspects of an issue of concern, and make decisions about possible actions - eg a dog or kiore is found on Tiritiri  Matangi what must be done?
  • Recognise life processes common to all living things and how they differ - obtaining food, shelter, nest, camouflage etc.
  • Explain how living things are suited to their particular habitat (adaptations) and how they respond to environmental changes both natural and human-induced.   Think about takahe and their food source on the island, also the nectar feeding birds.  Are they using the sugar water feeding stations, and regulation of populations through breeding?
  • Group plants, animals and other living things in science based classification (students to produce a checklist from school environment and then repeat for Tiritiri Matangi).
  • Begin to explore how groups of living things has changed through time and the uniqueness of different countries flora and fauna.  Earth’s resources consist of water, air, rocks, soil and life forms - how are these used by species found on Tiritiri Matangi?
  • Depict the water cycles on Tiritiri Matangi.

 

Levels 5 and 6 Science Achievement Objectives

 

  • Understand that scientists investigations are informed by current scientific theories and aim to collect evidence that will be interpreted through logical processes - (could refer to brown quail, pukeko and other research on Tiritiri Matangi).
  • Investigating through development and carrying out complex investigations using models (eg transect studies) and working scientifically using multiple variables plus evaluation of such methodology. (culminating activity - report on findings) eg of the translocations on and off the island.
  • Use of a wider range of science vocabulary, symbols and conventions and evaluations of popular and scientific texts (see reference/resource lists).

 

Level 5

 

  • Identify key structural features and functions involved in the life processes of plants and animals and organisation at the cellular level and how genetic information is passed on (breeding programs, New Zealand birds and flight, tuatara.
  • Investigate the interdependence of living things in an ecosystem (food webs and cycles, coevolution).

 

Level 6

 

  • Investigate the impact of natural events and human actions on a New Zealand ecosystem (Tiritiri Matangi through history- discuss storms and droughts).
  • Explore patterns in the inheritance of genetically controlled characteristics and explain the importance of variation within a changing environment (Kokako translocations - birds with rare genes, and the other rare and endangered translocations, also the black robin story).

 

Level 7 and Level 8 Science Achievement Objectives

 

  • Understand that scientists have an obligation to connect their new ideas to current and historical scientific knowledge and present their findings for peer review and debate (peer review and debate could be incorporated into their report findings from Tiritiri Matangi).
  • Develop and carry out investigations that extend their science knowledge and the relationship between investigations, theories and models.
  • Evaluate accounts of the natural world using appropriate scientific conventions and methodologies - bio-diversity of Tiritiri Matangi, light pools needed in the vegetation, the story of tuatara.
  • To identify possible personal and socio-scientific responses to issues that concern them.

 

Level 7

 

  • Explore diverse ways in which plants and animals carry out life processes – eg sharing of nesting sites between tuatara and grey faced petrels.
  • Explore ecological distribution patterns and explain possible causes for these patterns (look at endangered and rare New Zealand birds).
  • Understand that DNA and use of environment interact in gene expression - eg kokako translocations on and off the island, takahe poor breeding rate on Tiritiri Matangi compared to Mt Bruce.
  • Explain how the interactions between ecological factors and natural selection leads to genetic changes within populations.

 

Level 8

 

  • Understand the relationship between organisms and their environment - eg modified behaviour of takahe.
  • Appreciate the place and impact of humans within evolutionary processes that have resulted in the diversity of life on earth (stories of scientists bring back species from the brink of extinction).
  • Understand how humans manipulate the transfer of genetic information and make informed judgements of the social, ethical, and biological implications.