Fillable K Example unit plan for the IN the (Department of Conservation New Zealand)

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K Example unit plan for the IN the (Department of Conservation New Zealand)

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MAIN IDEAS CURRICULUM AREAS LEVELS/YEARS
Connecting with and
experiencing your local
environment.
Investigating biodiversity in
a green space.
Enhancing biodiversity.
Science, Social Science, Health, English,
Mathematics, Technology
LEVELS: 1-4
YEARS: 1-8
OVERARCHING LEARNING OUTCOMES
Appreciate that people are part of the natural world
Build knowledge and understanding of ecosystems
Investigate what is living in a green space
Understand how birds, invertebrates and other native and endemic animals and plants are part of a healthy
ecosystem
Contribute to increasing biodiversity in a green space
VALUES
Ecological sustainability, respect, innovation, inquiry and curiosity, diversity,
community and participation, aroha, tapu, manaaki, wairua, mauri, mana
KEY COMPETENCIES
Ecological sustainability, respect, innovation, inquiry and curiosity, diversity,
community and participation, aroha, tapu, manaaki, wairua, mauri, mana
PRINCIPLES
Learning to learn
Cultural diversity
Community engagement
Coherence
Future focus
Example unit plan for the IN the
environment resources (1-8)
K
17
EXPLORING YOUR LOCAL ENVIRONMENT
PART 1 Connecting to nature Experiential teaching and learning in
the outdoors. Resource 1: Exploring
the local environment
Learning
sequence
Inquiry
stage/s
Curriculum
links
Key
concepts
Description Suggested
timing
1. Exploring
your local
environment
1. Dive in
2. Ask
Science: Nature
of Science
Health: Healthy
communities
and
environments
Students
connect to
their local
environment
Experience
green spaces
in their school
and local
environment
An overview- introducing
key concepts. Students
start to form an inquiry
plan and ask questions.
Identifying a green space
and beginning to explore
it.
1 week
PART 2 A learning inquiry in your green space
Additional key concepts will depend on
inquiry questions
Students can start and work through
their own learning inquiries using these
resources and other relevant additional
resources. Schools can use their own
inquiry model and resources or use the
ones provided.
PART 3 Investigating birds, invertebrates, other
animals, plants and pests in your green
space
Resources 2-6. Gathering data about
what is living in the green space
2. Experiencing
birds in your
green space
3. Investigate:
4. Extending
thinking
Science: Living
World, NoS
English:
Listening,
reading and
viewing
Mathematics:
Statistics
Biodiversity
Common NZ
birds
Gathering data
and information
about what
is living in
the local
environment
Collecting data about
birds in the green space.
Reecting on and
critiquing data. Continuing
their inquiry. Finding out
more information.
2-3 weeks
3. Experiencing
invertebrates in
your green space
3. Investigate:
4. Extending
thinking
Science: Living
World, Nature of
Science:
Biodiversity
Common NZ
invertebrates
and
classication.
Gathering
information
about what
is living in
the local
environment
Collecting data about NZ
invertebrates in the green
space. Reecting on and
critiquing data. Continuing
their inquiry. Finding out
more information about
invertebrates.
2-3 weeks
18
EXPLORING YOUR LOCAL ENVIRONMENT
4. Experiencing
native trees
in your green
space
3. Investigate
4. Extending
thinking
Common
NZ plants
and foods
for birds and
invertebrates
Collecting information
about native and endemic
plants in the green space.
2-3 weeks
5. Investigating
animal pests
in your green
space
3. Investigate
4. Extending
thinking
Living World,
Plant Earth and
Beyond
Social Sciences
Common NZ
animal pests
and their
effects on
native plants,
birds and
invertebrates
Collecting data and
information about animal
pests in the green
space. Reecting on and
critiquing data. Continuing
their inquiry.
2-3 weeks
6. Investigating
plant pests
in your green
space
3. Investigate
4. Extending
thinking
Science: Nature
of science,
Living world
Planet Earth and
Beyond
Common NZ
plant pests and
their effects on
native plants,
birds and
invertebrates
Collecting data and
information about plant
pests in the green
space. Reecting on and
critiquing data. Continuing
their inquiry.
2-3 weeks
PART 4 PLANNING TO ENHANCE BIODIVERSITY
IN A GREEN SPACE
Using tools in resource 7 students plan
how they will enhance biodiversity in
their local environment
7. Enhancing
biodiversity
in your local
environment
5. Coming to
conclusions
6. Sharing our
ndings,
7. Planning for
action
Science: Living
world,
Nature of
Science.
Health, English
Planning
to enhance
endemic
and native
biodiversity in
their local green
space
Coming to conclusions
about life in the green
space. Establishing
whether it is a healthy
ecosystem. Choosing a
focus issue and identifying
possible actions to tackle
the issue and enhance
biodiversity
2-3 weeks
PART 5 ACTION TO ENHANCE BIODIVERSITY
Using tools in resource 6 students plan
to enhance biodiversity in their green
space
8. Tools for
action
8. Implementing
action
9. Review and
reect
Technology:
Technological
practice
Science: Nature
of science
Health
Forming an
action plan to
target a local
conservation
issue
Collaborating with your
local community to target
an environmental issue.
Measuring success and
environmental outcomes.
Effective planning for
environmental action.
Monitoring, reecting
on action and creating a
sustainable project.
3-8 weeks,
depending on
your action
Our restoration plan
19
EXPLORING YOUR LOCAL ENVIRONMENT
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K Example unit plan for the IN the (Department of Conservation New Zealand)

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Completed 17 November 2020

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