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 Page 1 of 14 Internal assessment resource Biology Achievement Standard 90926 PAGE FOR STUDENT USE 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 Page 2 of 14 Internal assessment resource Biology Achievement Standard 90926 PAGE FOR STUDENT USE 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 Page 3 of 14 Internal assessment resource Biology Achievement Standard 90926 PAGE FOR STUDENT USE - 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 Page 4 of 14 Internal assessment resource Biology Achievement Standard 90926 PAGE FOR STUDENT USE 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 Page 5 of 14 Internal assessment resource Biology Achievement Standard 90926 PAGE FOR STUDENT USE 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 Page 6 of 14 Internal assessment resource Biology Achievement Standard 90926 PAGE FOR STUDENT USE 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 Page 7 of 14 Internal assessment resource Biology Achievement Standard 90926 PAGE FOR STUDENT USE 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 Page 8 of 14 Internal assessment resource Biology Achievement Standard 90926 PAGE FOR STUDENT USE 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 Page 9 of 14 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 Page 10 of 14 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 Page 11 of 14 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 Page 12 of 14 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 Page 14 of 14