Internal assessment resource Biology Achievement Standard 90926
PAGE FOR STUDENT USE
Internal Assessment Resource
Biology Level 1
This resource supports assessment against:
Achievement Standard 90926
Report on a biological issue
Resource title: Wai Water? Water quality and biodiversity
in Canterbury
3 credits
This resource:

Clarifies the requirements of the standard

Supports good assessment practice

Should be subjected to the school’s usual assessment quality assurance
process
Authenticity of evidence
Teachers must manage authenticity for any
assessment from a public source, because students
may have access to the assessment schedule or
student exemplar material.
Using this assessment resource without modification
may mean that students work is not authentic. The
teacher may need to change figures, measurements or
data sources or set a different context or topic to be
investigated or a different text to read or perform.
Adapted by educators at Environment Canterbury 2012
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Internal assessment resource Biology Achievement Standard 90926
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Internal Assessment Resource
Achievement Standard Biology 90926: Report on a biological
issue
Resource Reference: Biology 1.2B
Resource Title: Wai water? Water quality and biodiversity in
Canterbury
[With particular reference to the Hurunui-Waiau Water
Management Zone]
Credits: 3
Teacher guidelines
Teachers need to be very familiar with the outcome being assessed by Achievement
Standard Biology 90926. The Achievement Criteria and the Explanatory Notes
contain information, definitions, and requirements that are crucial when interpreting
the standard and assessing students against it.
Context/setting
This activity is ready to use, although it has not as yet been moderated by NZQA.
It has been prepared by educators at Environment Canterbury using the template
provided on the NZQA website http://www.nzqa.govt.nz/assets/qualifications-andstandards/qualifications/ncea/NCEA-subject-resources/Biology/90926/90926-EXPB.pdf
The assessment task provides a clearly structured framework to enable the students
to meet the specified standard, within a localised context and a timeframe
established by each school. This activity requires students to report
comprehensively on a biological issue; the context for this issue is Canterbury
freshwater catchments. The quality and use of freshwater is an issue on which
people (stakeholders and community) hold different opinions or viewpoints.
In order to report comprehensively students must:

refine a suitable question or purpose;

identify multiple links between the biological ideas that are related to the question
or purpose;

collect and process primary or secondary data and/or information from a range of
sources;

evaluate sources of information/data in respect to the question or purpose;

identify at least two different points of view supported by evidence;

take and justify a position with a recommendation for action; and

present findings in a report.
N.B. Students are able to gain literacy credits by undertaking this achievement
standard.
Adapted by educators at Environment Canterbury 2012
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Internal assessment resource Biology Achievement Standard 90926
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Conditions
It is expected that the students have spent at least 3 weeks prior to undertaking this
assessment learning about water issues, with a particular focus on the science of
water (chemistry, biology, ecology) at both the local and global level.
To complete this assessment activity, however, the students will need sufficient time
to carry out the research, processing and reporting required. As a guide it is expected
that the research component could be completed in 3 to 4 hours with a further 1 to 3
hours required to complete the report. They will need sufficient access to both
computers and the Internet either at school and/or home. They may also refer to
notes collated during the learning period leading up to this assessment activity.
This time could be allocated in a single fortnight or could be spread over a longer
interval such as a school term to allow for research and processing of a range of
source material. Teachers need to keep in mind the credit value of this standard
when determining the time for this assessment.
All work is likely to be undertaken individually and appropriate measures should be
taken to ensure authenticity. This could include collecting in all student notes with the
final report; requiring authentication of any work undertaken at home and/or
collecting in work undertaken in class at the end of each lesson and returning to
students as required. There may well be specific authenticity procedures required by
your school that will be followed.
Resource requirements
Students need access to a range of primary or secondary data and/or information
sources. Teachers are advised to select specific documents relevant to the zone
chosen for study. The list below is for teachers to select from or for background
reading. Specific texts have been chosen for these activities that are relevant to the
Hurunui-Waiau catchment. At least two speakers should be invited in just prior to the
formal assessment period; they will need to be well briefed as to expectations of this
assessment task.
Teachers undertaking this activity will need to be familiar with the recommendations
in the Zone Implementation Plan (ZIP) such as the one for the Hurunui-Waiau Zone:
http://ecan.govt.nz/publications/General/hurunui-waiau-zip.pdf p4 Recommendations
overview & p65, a snapshot of the zone.
Information is required on the biological ideas and processes related to the issue and
on the different points of view held by people. For different viewpoints see pp80-81 of
the WaiWater book – ‘Chatty Community members’.
Students also require access to computers and the Internet for their research and
reporting.
Readings:
 For ecological details
- A copy of Alpha issue 117: New Zealand Streams and Rivers
http://www.royalsociety.org.nz/media/publications-teaching-alpha-117.pdf
- WaiWater book pp41-51 on Environmental uses: ecosystem health,
environmental limits & biodiversity. Particularly relevant are pp42-44;48-50
 General information on looking after freshwater systems
Adapted by educators at Environment Canterbury 2012
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Internal assessment resource Biology Achievement Standard 90926
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- WWF recommendations with regard to freshwater (2011) Chpt 2: pp11-13
Impacts of water infrastructure on ecosystems and Chpt 5 pp52-53:
http://awsassets.panda.org/downloads/wwf_guide_water_for_life_web.pdf



Some useful scientific material in this online book on the ecology of rivers:
http://www.aquatic.uoguelph.ca/rivers/riverframes.htm University of Guelph,
Ontario, Canada
Recreational water quality
– New Zealand: http://www.mfe.govt.nz/publications/ser/our-riversinformation-sheets/recreational-water-quality.html
– Australia & New Zealand:
http://www.esdat.net/Environmental%20Standards/Australia/Recre
ational%20water%20quality%20and%20aesthetics%20guidelines.
pdf
– The Press, March 2012: http://www.stuff.co.nz/thepress/news/6605398/Canterbury-water-system-stressed
– What we measure at Environment Canterbury:
http://ecan.govt.nz/advice/your-water/waterquality/pages/measuring-water-quality.aspx
Information on the Hurunui-Waiau zone
- Hurunui District Council’s article: http://ecan.govt.nz/publications/Plans/cwhurunui-district-council-water-management-strategy.pdf
- Hurunui Water Project http://www.hurunuiwater.co.nz/our-ideas.php
- Mosley, Dr. P. (2002) Hurunui River: instream values and flow regime
http://ecan.govt.nz/publications/Reports/hurunui-river-instream-values-andflow-regime-2002.pdf This comprehensive report has elements within it that
are useful for this task.
- Forest & Bird submission on the Hurunui Water Conservation Order (2010)
http://www.forestandbird.org.nz/files/publication_attachments/FandB%20revis
ed%20submission%20170910.pdf
Primary sources:
 Invited speakers
 Surveys and interviews
 Personal observations
Adapted by educators at Environment Canterbury 2012
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Internal assessment resource Biology Achievement Standard 90926
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Additional information
The following prior teaching is required:

Issues – What makes a biology topic an issue (i.e. when people hold different
opinions or viewpoints about it)?

Refining a question – Taking a general question or purpose about an issue and
refining it to make it suitable to guide research.

Making multiple links involving biological ideas – Describing and explaining
the biological ideas related to the question or purpose and identifying multiple
links between the different ideas and the question.

Processing data/information – Selecting biological ideas relevant to the issue
from a range of sources and organising the ideas for reporting. A range is likely to
involve at least three sources and the sources can be the same type e.g. all from
the Internet.

Evaluating sources – Identifying sources that provide biological ideas relevant
to the question and checking the source for accuracy, up-to-datedness and/or
bias1; providing reasons why a particular source was/was not used.

Using evidence to support different points of view –Selecting at least two
different points of view and then selecting biological ideas that support why a
person, group or organisation holds each of those points of view.

Justifying a position – Stating their own opinion for or against aspects of an
issue and saying why they hold that opinion with reference to specific information
they have researched.

Giving a recommendation for action – Saying what they believe should be
done about the issue and why.

Presenting findings – Structuring a comprehensive report to clearly present
findings.

Recording sources – Writing a list of sources in a way that can be accessed by
others.
Useful resource for teaching about bias can be accessed at http://englishonline.tki.org.nz/English-Online/Teacherneeds/Teaching-Learning-sequences/New+English+Online+units/English-Units-NCEA-Level-1/What-s-on-your-mind/Learningtask-5
1
Adapted by educators at Environment Canterbury 2012
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Internal assessment resource Biology Achievement Standard 90926
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Internal Assessment Resource
Achievement Standard Biology 90926: Report on a biological
issue
Resource Reference: Biology 1.2B
Resource Title: Wai Water? Water quality and biodiversity in
Canterbury
Credits: 3
Achievement
Report on a biological issue.
Achievement with Merit
Report in depth on a
biological issue.
Achievement with
Excellence
Report comprehensively on
a biological issue.
Student instructions
Introduction
This activity requires you to comprehensively report on a biological issue. An issue is
something that people hold different opinions or viewpoints on. There are a number
of issues that impact on New Zealanders. In this activity you will be researching an
issue related to the quality and use of freshwater resources in Canterbury. The
availability of clean water is of importance to all living things; human beings have had
a huge impact on freshwater ecosystems over time. In this assessment you will
investigate the important role science has played in understanding our freshwater
systems and the different perspectives people bring to their interaction with local
freshwater systems.
It is clear that the access to, and care of, our freshwater resources is a contested
issue. For the purposes of this assessment you will confine your report the catchment
of the Hurunui-Waiau rivers.
You will be required to individually develop and refine a suitable research question or
purpose based on the issue described above then research the freshwater issues in
the Hurunui-Waiau Catchment Zone in order to answer your question before
presenting your findings in a comprehensive report.
To do so will require you to complete the following tasks:
Adapted by educators at Environment Canterbury 2012
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Internal assessment resource Biology Achievement Standard 90926
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Task 1 – Developing and refining a research question
Develop possible questions, suitable for research, relating to the issue of access to,
and use of, freshwater resources in the Hurunui-Waiau Catchment Zone. The
overarching question is:

The Hurunui Water Project will result in a land use change in the
Hurunui Basin. This land use change may have an effect on the
biodiversity of the waterways in the Hurunui Basin. Does the benefit of
the water project outweigh the risk to waterway biodiversity in the area?

From this overarching question refine one question or purpose on which to
base your research i.e. you may wish to look at how native biodiversity is
affected in relation to intensification of farming (i.e. nitrate, phosphate & algae
levels) v dry stock farming, or what impact increased forestry could have on
freshwater biodiversity. Your question will help to focus your research.

Submit your research question or purpose to your teacher before beginning
your research. This is to be completed before <<insert date>>.
Task 2 – Collecting and processing information
You will have <<insert time>> to collect and process your information.
 Using a range of at least three sources collect information relating to your
question or purpose. This information must include biological ideas about
freshwater and riparian zone ecosystems.
 Also collect and process information on the differing viewpoints that people,
groups and/or organisations have expressed about this issue. You may use the
notes you made when the speakers visited earlier in the learning programme
as well as information gathered when interviewing people interested in
freshwater issues of the Hurunui-Waiau Zone.
 Make sure you collect enough information to allow you to take a position on
the issue. You will be expected to justify your position using information taken
from your sources while also taking into account ecological, social and
economic reasons. You must also make a recommendation for further action
and give reasons for your recommendation.
 Evaluate the information in each source as you find it. Questions you could
ask include: Is the information it contains useful? Does it contain accurate
biological information or a bias? Is the information up-to-date (look for the date
it was developed or last updated)? Is the information fact or opinion?
 Record all sources you collect information from in a way that allows another
person to find the same source2. Also note any sources you do not use and
explain why they were unsuitable.
NOTE: All work is to be completed at school OR you may do some research at home
but if you do you must get an adult to verify you have completed your own work. You
will be required to hand in all your research notes, showing evidence of processing,
with your final report. Processing information could involve listing, sorting, collating,
highlighting, using stickies or summarising relevant scientific information.
2
How to write a bibliography: http://www.sciencebuddies.org/science-fair-projects/project_apa_format_examples.shtml
Adapted by educators at Environment Canterbury 2012
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Internal assessment resource Biology Achievement Standard 90926
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Task 3 – Reporting
You will have <<insert time>> to present your findings.
Write a comprehensive report on the issue of access to, and use of, freshwater
resources in the Hurunui-Waiau Catchment Zone. Your report must discuss how land
use changes may affect the biodiversity of the waterways in the Hurunui Basin. In
your report you must:

state your research question or purpose, which must be suitable for research and
refined from the issue above;

identify the biology relating to the question or purpose by making multiple links
between relevant biological ideas;

identify two different points of view on the issue of access and use of freshwater
resources in the Hurunui-Waiau Catchment Zone supported by evidence i.e.
giving reasons why the people, groups and/or organisations hold those
viewpoints;

state your own position on the issue. Basically, you are expressing what quality of
water you consider acceptable for your local waterways. Use information from
your sources to justify why you hold that position, and make a recommendation
with reasons for action in the future;

evaluate at least three sources of information you have used related to your
question or purpose i.e. explaining why they were suitable (or not) to collect
information from. For example:


Is the information it contains useful?

Does it contain accurate biological information?


Is the information up-to-date (look for the date it was developed or last
updated)?
Is the information fact or opinion?

Is the source biased to one particular point of view?
record the sources you used in a way that allows them to be found by another
person i.e. develop a bibliography
Timeline: <<Teacher to insert specific conditions related to time available for
each task, and the requirement for individual work>>
Authentication of work: << Teacher insert specific school based
requirements such as parental signatures if work undertaken at home;
checkpoints on work completed at school and handing in all research >>
Adapted by educators at Environment Canterbury 2012
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Internal assessment resource Biology Achievement Standard 90926
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RESOURCES PAGE
Readings:
Excerpts from these will be provided but the full documents can be read online
using the URLs provided.

For ecological details
- A copy of Alpha issue 117: New Zealand Streams and Rivers
http://www.royalsociety.org.nz/media/publications-teaching-alpha-117.pdf
- WaiWater book pp41-51 on Environmental uses: ecosystem health,
environmental limits & biodiversity. Particularly relevant are pp42-44;48-50

Recreational water quality
– New Zealand: http://www.mfe.govt.nz/publications/ser/our-riversinformation-sheets/recreational-water-quality.html

Information on the Hurunui-Waiau zone
- Hurunui District Council’s article: http://ecan.govt.nz/publications/Plans/cwhurunui-district-council-water-management-strategy.pdf
- Hurunui Water Project http://www.hurunuiwater.co.nz/our-ideas.php
- Mosley, Dr. P. (2002) Hurunui River: instream values and flow regime
http://ecan.govt.nz/publications/Reports/hurunui-river-instream-values-andflow-regime-2002.pdf This comprehensive report has elements within it that
are useful for this task.

For different viewpoints
- WaiWater book pp80-81 Chatty Community members
- Forest & Bird submission on the Hurunui Water Conservation Order (2010)
http://www.forestandbird.org.nz/files/publication_attachments/FandB%20revis
ed%20submission%20170910.pdf

General information on looking after freshwater systems
- WWF recommendations with regard to freshwater (2011) Chpt 2: pp11-13
Impacts of water infrastructure on ecosystems and Chpt 5 pp52-53:
http://awsassets.panda.org/downloads/wwf_guide_water_for_life_web.pdf
- Some useful scientific material in this online book on the ecology of rivers:
http://www.aquatic.uoguelph.ca/rivers/riverframes.htm University of
Guelph, Ontario, Canada
Water Conservation Orders (WCO s)
Water Conservation Orders recognise the outstanding values
associated with particular water bodies. Before 1991, Orders were
made under the Soil and Water Conservation Act 1967 but after 1991
they were (and are) made under the Resource Management Act
1991. They are regulations made under these Acts of Parliament.
Orders can be applied over fresh water or geothermal water in rivers,
lakes (natural or manmade), streams, ponds, wetlands, or aquifers.
They are used to protect the natural state of a water body or to
preserve characteristics such as:
▪▪ habitat or fishery value
▪▪ biodiversity value
▪▪ recreational, historic, spiritual, cultural or scenic values
▪▪ significance for tāngata whenua.
A Water Conservation Order can be changed, but not until two years
after its start date. Then, any person can apply to amend or revoke
the order. p105 WaiWater
Adapted by educators at Environment Canterbury 2012
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Internal assessment resource Biology 1.2B for Achievement Standard 90926
PAGE FOR TEACHER USE
Assessment schedule: Biology 90926 : Wai Water? Water quality and biodiversity in Canterbury
Task
Evidence/Judgements for
Achievement
Evidence/Judgements for
Achievement with Merit
Evidence/Judgements for
Achievement with Excellence
1
A given or agreed question or purpose is
refined e.g. What level of nitrate
concentrations is acceptable to maintain or
enhance biodiversity?
As for Achieved.
As for Achieved.
2
Collects and shows evidence of processed
information from at least three sources.
As for Achieved.
As for Achieved.
3
Findings are presented in a report in which
the student:
Findings are presented in an in depth report
in which the student:
Findings are presented in a comprehensive
report in which the student:

Describes the biological ideas
related to the question or purpose

Explains the biological ideas related
to the question or purpose

Takes a position on the issue


Records sources in a way that they
can be found by others

For example: Report extract.
Freshwater resources are important for all
living things. The Hurunui-Waiau Catchment
is a really important area for farming. The
proposal to build a water storage complex on
the Waitohi River catchment will enable an
intensification of farming across a wide area.
Studies show that if this intensification was
mainly in dairying them there is potential for
increased eutrophication of a number of
waterways. Eutrophication occurs because
….(biological reference)
(Position) As someone who likes swimming
in the Waitohi and as a future farmer, I can
see both the positive & negative outcomes of
this scheme. I believe that we must improve
This resource is copyright © Crown 2010


Identifies at least two different points
of view supported by evidence
Identifies multiple links between the
biological ideas that are related to
the question or purpose

Takes and justifies a position on the
issue
Identifies at least two different points
of view supported by evidence

Takes and justifies a position on the
issue with a recommendation for
action

Records sources in a way that they
can be found by others

Evaluates sources of
information/data in respect to the
question or purpose
Records sources in a way that they
can be found by others
For example: Report extract
Freshwater resources are important for all
living things. The Hurunui-Waiau Catchment
is a really important area for farming. The
proposal to build a water storage complex on
the Waitohi River catchment will enable an
intensification of farming across a wide area
(map included with relevant labels).
For example: See attached example of a
report extract for evidence for Excellence
Studies show that if this intensification was
mainly in dairying them there is potential for
increased eutrophication of a number of
waterways. Eutrophication occurs because
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Internal assessment resource Biology 1.2B for Achievement Standard 90926
PAGE FOR TEACHER USE
farming practices so that we can continue to
provide products for the market while at the
same time improving the biodiversity in the
catchment. I want the storage dam built and
I will help with riparian planting. I want to be
able to swim at ??? in the future and take my
kids there.
Basic bibliography provided of at least 2
sources.
….(biological references – perhaps covers
both effluent processes and application of
fertilisers)
(Viewpoints) One of the speakers that came
to class, Sam Mahon (a conservationist), is
really concerned because …
Another speaker, John Faulkner (a local
farmer) is supportive of the scheme as long
as …..
(Position) As someone who likes swimming
in the Waitohi and as a future farmer, I can
see both the positive & negative outcomes of
this scheme. I believe that we must improve
farming practices so that we can continue to
provide products for the market while at the
same time improving the biodiversity in the
catchment. I think all farmers should be
made to fence their waterway margins up to
10 m each side and plant appropriately
within that riparian strip. I want to be able to
swim at ??? in the future and take my kids
there.
A well structured bibliography provided of at
2 or more sources.
Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria
in the Achievement Standard.
This resource is copyright © Crown 2010
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Exemplar for Excellence - parts of a report
Why the proposal to build a storage dam on the Waitohi is a biological issue?
Freshwater resources are important for all living things ….
Water is an essential good ….. and there are several reasons why understanding the impact of a storage dam on the
Waitohi is a biological issue. Firstly……
This section of the report shows
evidence of making multiple
links between biological ideas in
the relation to why burning fossil
fuels is an issue i.e. is reporting
comprehensively.
Secondly, …..
Thirdly …..
This section of the report shows
evidence of making significant
links between the biological
ideas and processes related to
the issue i.e. is reporting
comprehensively
Lastly ….
Environment Canterbury has begun a collaborative process, the CWMS, …..
This resource is copyright © Crown 2010
This section of the report shows
evidence of making multiple
links in the relation to why a
storage dam an issue i.e. is
reporting comprehensively
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The collaborative process of the CWMS does bring together people representing different sectors. We heard from
two representatives on the H-W Zone Committee; one a local farmer thought this ……., another, a conservationist
believes that the storage facility will …. I also interviewed a number of people to gain some understanding of their
perspectives on the storage dam …..
First point of view given but not
well supported with evidence
from research
A newspaper article of March 2011,
Second point of view well
supported by evidence therefore
holistically the two points of view
are acceptable for excellence.
I think the storage dam should be built because ….
States own position making
several linked points about
health issues to explain why
they hold the position and
recommend 2013
implementation.
I started my research using notes taken during two presentations by visiting speakers and I followed up their talks by
reading the information provided in class. That initial information enabled me to search successfully for useful
evidence in magazine and newspaper articles as well as websites. I found the following sources to be most useful:
This evaluation explains why the
source was suitable to collect
some information from
http://www.waterways.nz : Excellent information …..
At least 3 sources used (i.e. a
range) and recorded in a way
that can be accessed by others.
This resource is copyright © Crown 2010
Page 13 of 14
Morgan, J.P (2004) Freshwater ecosystems and intensive farming in New Zealand Penguin I found chpt 3 in this
resrocue to be really useful as it provided ….
This resource is copyright © Crown 2010
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