Through historical accounts and a multi-sensory walk on the Port Hills, students discover and consider the different values associated with two contrasting landscapes: Podocarp forests and tussock grassland. They are encouraged to engage with sustainability issues around our native forests, particularly in terms of the impact of pests.
| Age/level: | Years 3–8 |
| Availability: | Available year round |
| Length: | 2.25 hours (mornings) 2 hours (afternoons) |
| Site: | Port Hills - Victoria Park |
| Cost: | Free |
| Number of classes: | One at a time (one class = 35 students) |
Programme outline
Key concepts
Biodiversity, Banks Peninsula history, human impact, sustainability, interdependence of the plants and animals, native bush/forest, tussock grasslands, native and introduced species, pests.
Lesson description/intentions
Valuing our landscape is the key focus in this programme. Students walk through tussock grasslands and native forests, having an opportunity to experience the contrasting environments found on the Port Hills and helping them to discover why each of these environments is special. They will play a game to understand how pests impact on our native forests and begin to consider the roles we play in protecting our native species.
Possible success criteria
Students may be able to:
- Give a reasoned explanation why different native habitats are valued.
- Discuss the stages in the life cycle of a tree and some things that might interfere with the growth of a tree/forest.
- Identify at least two trees growing in the local native forest.
- Identify at least three pest species.
- Explain how people have interacted with and valued the Port Hills in the past and how this has impacted on the present environment.
Key Competencies
- Participating and contributing - students are invited to become actively involved in supporting park rangers' efforts to eradicate pests from our native habitats
- Relating to others - students are required to consider and suggest reasons for different groups of people recognising and placing a variety of values on different habitats
Feedback
"Held children’s interest, knowledgeable presenters and the educators had a friendly and positive manner."
Teacher, Years 7/8
"I think that it is important to have a place like Victoria Park, not only for people’s enjoyment but for little animals to live and eat."
Student, Year 5
"We learnt a lot about all the pests in the park and how special the environment is. I loved the game we played – it was cool."
Student, Year 5
Learning areas
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| Science | Nature of science | Levels 3 and 4 | - Communicating in science
- Investigating on science
- Participating and contributing
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| Living world | Levels 3 and 4 | |
| Planet Earth and beyond | Levels 3 and 4 | |
| Social sciences | | Level 3 | - Understand how people view and use places differently.
- Understand how early Polynesian and British migrants to New Zealand have continuing significance for tangata whenua and communities.
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| Level 4 | - Understand how exploration and innovation create opportunities and challenges for people places and environments.
- Understand that events have causes and effects.
- Understand how people participate individually and collectively in response to community challenges.
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| Level 5 | - Understand how the ideas and actions of people in the past have a significant impact on people’s lives.
- Understand how people’s management of resources impacts on environmental and social sustainability.
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| Health and physical education | Personal health and physical development | Levels 2–5 | |
| Level 3 | - Regular physical activity
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| Healthy communities and environments | Levels 3–5 | - Societal attitudes and values
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| Levels 4 and 5 | |
