Aquaculture in Action: New Zealand Curriculum Links Supplement to Fact Sheets and Teacher’s Guide Developed by Sue Clement, Clyde Quay School, Wellington Special thanks to Caro Begg, Corinna School, Porirua, and Chris Joyce, New Zealand Council for Educational Research, for reviewing this document. www.aquaculture.govt.nz Aquaculture in Action - Curriculum Links 1 An overview Aquaculture is simply the raising of plants or animals in water. It can occur in coastal waters, rivers, lakes, and even on land – in constructed pools or tanks. Aquaculture is thought to be the fastest growing type of food production in the world. In New Zealand marine farming is an important part of New Zealand’s economy. In 2025 it is projected that the aquaculture industry in New Zealand will have grown to $1185 million in sales. This resource has been designed for teachers of students in years 7 – 8, but may also be appropriate for years 9 and 10. It aims to: • foster an appreciation of New Zealand’s place in the economic world and in particular gain an understanding of aquaculture • provide students with an opportunity to consider the impact of humans on distinctive ecosystems, focusing specifically on marine and coastal communities • explore with students the importance of balancing rights, roles and responsibilities and of contributing to the quality and sustainability of social, cultural, physical and economic environments • explore with students their understanding of the role as kaitiaki or guardian of New Zealand’s natural resources. The seven fact sheets and activities in this resource provide students with Social Sciences and Science learning experiences for students at levels 3, 4 and 5 of the New Zealand Curriculum Framework. Please refer to www.minedu.govt.nz/index.cfm?layout=document&do cumentid=3561&CFID=12685204&CFTOKEN=59228689 or www.tki.org.nz/r/governance/nzcf/index_e.php for more information on the New Zealand Curriculum. Numerous references are made to the New Zealand Council for Educational Research (NZCER) and Assessment Resource Banks (ARBs). Visit www.nzcer.org.nz and http://arb.nzcer.org.nz to learn more about the Council and curriculum-based assessment resources. Outcomes The following outcomes express the intended learning from the activities in this resource: • students will be able to define what aquaculture is • students will be able to demonstrate knowledge and understandings of how salmon, Pacific oysters and Greenshell™ mussels are farmed • students will be able to explain the importance of aquaculture in New Zealand’s current and future economies • students will be able to demonstrate an awareness of the impact of aquaculture on the environment • students will be able to explain the role of kaitiaki or guardian of the New Zealand’s natural resources is a responsibility of all New Zealanders. www.aquaculture.govt.nz Aquaculture in Action - Curriculum Links 3 Vision, principles, key values and key competencies This resource focuses on students being: (see page 8 The New Zealand Curriculum – Vision) Connected Connected to the land and environment Members of communities Actively involved Contributors to the well-being of New Zealand – social, cultural, economic and environmental Lifelong learners Critical and creative thinkers Active seekers, users and creators of knowledge Informed decision makers This resource fosters in particular the principles of: (see page 9 The New Zealand Curriculum – Principles) • the Treaty of Waitangi and the bicultural foundations of Aotearoa New Zealand – acknowledging the principles of the Tiriti and providing students with knowledge of te reo Mäori me ona Tikanga • community engagement – connecting students with their communities • coherence – making links within and across learning areas • future focus – encouraging students to look to the future by exploring issues such as sustainability, citizenship, enterprise and globalisation. This resource fosters the following key values of: (see page 10 The New Zealand Curriculum – Values) • innovation, inquiry and curiosity by thinking critically, creatively and reflectively • community and participation for the common good • ecological sustainability, which includes care for the environment. The New Zealand Curriculum identifies five key competencies (see page 12 The New Zealand Curriculum – Key Competencies). The Curriculum notes that people use these five competencies to live, learn, work, and contribute as active members of their communities. 4 Aquaculture in Action - Curriculum Links www.aquaculture.govt.nz This resource fosters in students the five key competencies by: • Thinking – students will make use of creative and critical processes to make sense of information, experiences and ideas. These processes can be applied to purposes such as developing understanding, making decisions or constructing knowledge. • Using language, symbols, and texts – students will use language and symbols as systems for representing and communicating information, experiences and ideas. Students will demonstrate that they are able to use ICT to access and provide information and to communicate with others. • Managing self – students will see themselves as capable learners, manage their work, able to complete self assessments and set themselves high standards. • Relating to others – students will work effectively together to come up with new approaches, ideas and ways of thinking. Participating and contributing – students will understand the importance of balancing rights, roles and responsibilities and will contribute to the quality and sustainability of social, cultural, physical and economic environments. Linking this resource’s activities with the curriculum Activity in this resource Linked to the Social Sciences learning area Linked to the Science learning area Linked to the English learning area Picture Dictation ✓ ✓ ✓ Vocabulary Word Map ✓ ✓ ✓ ✓ Using Tony Ryan’s Thinking Keys Aquaculture ✓ ✓ Comparing and Contrasting Two or Three Forms of Aquaculture ✓ ✓ Aquaculture Word List Activity ✓ ✓ Fish Consumption ✓ www.aquaculture.govt.nz ✓ Aquaculture in Action - Curriculum Links 5 Activity in this resource Linked to the Social Sciences learning area Fish ✓ Linked to the Science learning area Linked to the English learning area with links to the Health and Physical Education learning area of the New Mussels ✓ Food Chains and Food Webs ✓ New Zealand Greenshell™ Mussel ✓ Pacific Oyster ✓ Salmon Farming ✓ Clean and Green Te Reo Mäori ✓ ✓ ✓ ✓ ✓ ✓ ✓ Biodiversity Considering the Environment ✓ Aquaculture and Agriculture ✓ Silent Card Shuffle – a glossary task ✓ ✓ ✓ ✓ Marine Pest or New Aquaculture Product? ✓ ✓ Exploring Relationships ✓ Brochure Design ✓ ✓ ✓ Summative Task ✓ ✓ ✓ 6 Aquaculture in Action - Curriculum Links www.aquaculture.govt.nz This resource specifically meets learning area statements in Social Sciences, Science and English. Learning Area Level 3 Level 4 Level 5 Students will gain knowledge, skills and experience in: Students will gain knowledge, skills and experience in: Students will gain knowledge, skills and experience in: • understand how people view and use places differently • understand how producers and consumers exercise their rights and meet their responsibilities • understand how economic decisions impact on people, communities and nations (refer to the New Zealand Curriculum, 2007) Social Sciences • understand how people make decisions about access to and use of resources • understand how exploration and innovation create opportunities and challenges for people, places and environments www.aquaculture.govt.nz • understand how people’s management of resources impacts on environmental & social sustainability • understand how people seek and have sought economic growth through business, enterprise and innovation Aquaculture in Action - Curriculum Links 7 Learning Area Level 3 Level 4 Level 5 Participating and Contributing: Participating and Contributing: Participating and Contributing: • students will use their growing science knowledge when considering issues of concern to them • students will use their growing science knowledge when considering issues of concern to them • students will explore various aspects of an issue and make decisions about possible actions • students will explore various aspects of an issue and make decisions about possible actions • students will develop an understanding of socioscientific information in order to draw evidence-based conclusions and to take action where appropriate Living World: Living World: Living World: Students will: Students will: Students will: Ecology Ecology Ecology • explain how living things are suited to their particular habitat and how they respond to environmental changes both natural and humaninduced • explain how living things are suited to their particular habitat and how they respond to environmental changes both natural and humaninduced • investigate the interdependence of living things (including humans) in an ecosystem (refer to the New Zealand Curriculum, 2007) Science 8 Aquaculture in Action - Curriculum Links www.aquaculture.govt.nz Learning Area Level 3 Level 4 Level 5 Listening, Reading and Viewing Listening, Reading and Viewing Listening, Reading and Viewing Processes and strategies: Processes and strategies: Processes and strategies: • students will integrate sources of information, processes and strategies with developing confidence to identify, form, and express ideas. • students will integrate sources of information, processes and strategies with developing confidence to identify, form, and express ideas. • students will integrate sources of information and prior knowledge with developing confidence to make sense of increasingly varied and complex text • students will integrate sources of information and prior knowledge with developing confidence to make sense of increasingly varied and complex text • students will integrate sources of information, processes and strategies with developing confidence to identify, form, and express increasingly sophisticated ideas. • students will think critically about texts • students will think critically about texts • students will use a range of processing and comprehension strategies • students will use a range of processing and comprehension strategies (refer to the New Zealand Curriculum, 2007) English www.aquaculture.govt.nz • students will integrate sources of information and prior knowledge with developing confidence to make sense of increasingly varied and complex text • students will think critically about texts with understanding and confidence • students will select and use appropriate processing range of processing and comprehension strategies with confidence Aquaculture in Action - Curriculum Links 9 Learning Area Level 3 Level 4 Level 5 Speaking, Writing and Presenting Speaking, Writing and Presenting Speaking, Writing and Presenting Processes and strategies: Processes and strategies: Processes and strategies: • students will integrate sources of information, processes and strategies with developing confidence to identify, form, and express ideas • students will integrate sources of information, processes and strategies with developing confidence to identify, form, and express ideas • students will integrate sources of information, processes and strategies with developing confidence to identify, form, and express ideas • students will use a developing understanding of the connection between written and visual language when creating text • students will use a developing understanding of the connection between written and visual language when creating text • students will use an increasing understanding of the connection between written and visual language when creating text • students will create a range of texts by integrating sources of information and processing strategies • students will create a range of texts by integrating sources of information and processing strategies • students will create a range of increasingly varied texts by integrating sources of information and processing strategies (refer to the New Zealand Curriculum, 2007) English 10 Aquaculture in Action - Curriculum Links www.aquaculture.govt.nz Assessment During this unit’s focus a number of the following assessment tasks could be planned for: Diagnostic Assessments • Use of Tony Ryan’s ABC thinking keys to ascertain prior knowledge on the subject of aquaculture. Students list beside each letter of the alphabet a word or phrase that has a connection to the unit’s focus on aquaculture. This activity can be repeated as a formative assessment task to check students’ progress during the unit. • Create a persuasive writing sample. • Exploring Relationships Adapt the NZCER Assessment Resource Bank (ARB) task LW 2061 to provide diagnostic and/or formative assessment information on the students’ understandings of interactions in an ecosystem. Formative Assessments • Aquaculture Word List Activity This task can be undertaken as a ‘snap shot’ activity midway through the unit’s focus to gain a picture of where the students are at in relation to key concepts explored to date in your unit on aquaculture. • NZCER Assessment Resource Bank (ARB) tasks levels 2 – 5 that assess student understandings on food chains and food webs. • Persuasive writing – using a matrix of the surface and deeper features in persuasive writing to give formative feedback to students. • Exploring Relationships Adapt the NZCER Assessment Resource Bank (ARB) task LW 2061 to provide diagnostic and/or formative assessment information on the students’ understandings of understandings of interactions in an ecosystem. Self and Peer Assessments • Clean and Green Students can use the agreed success criteria for a PowerPoint presentation to evaluate their own work. The same criteria can be used as a peer evaluation by students. Each student can give a peer feedback on their PowerPoint presentation noting strengths and weaknesses and next steps. • Persuasive writing Using a matrix of the surface and deeper features in persuasive writing to give formative feedback to students. • Brochure Design Students can use the agreed success criteria for a brochure to evaluate their own work. The same criteria can be used as a peer evaluation by students. Each student can give a peer feedback on their brochure noting strengths and weaknesses and next steps. www.aquaculture.govt.nz Aquaculture in Action - Curriculum Links 11 Using This Resource The sequence of activities in this resource can be altered to suit both teacher and student requirements. Teachers do not have to plan to use all the activities but can instead plan smaller units of work from the 23 activities in this resource. Supporting Ministry of Education documents The New Zealand Curriculum for English-medium teaching and learning in years 1 -13, Ministry of Education, November 2007 Thinking Globally 1: New Zealand in the Economic World – a social sciences resource for year 1 – 8 teachers, Ministry of Education, 2007 Guidelines for Environmental Education in New Zealand Schools, Ministry of Education, 1999 Social Studies in the New Zealand Curriculum, Ministry of Education, 1997 English in the New Zealand Curriculum, Ministry of Education, 1994 Science in the New Zealand Curriculum, Ministry of Education, 1993 The following print resources explore interdependence: Ministry of Education (2002). Building Science Concepts Book 21, Life between the tides. Wellington: Learning Media. Ministry of Education (2002). Building Science Concepts Book 22, Tidal communities. Wellington: Learning Media. Ministry of Education (2001). Making better sense of the living world. Wellington: Learning Media. Ministry of Education (2001). Making better sense of the living world. Wellington: Learning Media. Topics are: Earthworms Mosses and ferns Aquarium and pond life Microbiology Ministry of Education (2006). Connected 3. The Secret Life of Estuaries. Wellington: Learning Media. This article explores food web ideas with a particular emphasis on the role of organisms that break down detritus (rotting plant and animal matter). Other resources NZCER Assessment Resource Banks (ARBs) resources are found at http://arb.nzcer.org.nz. The following resources were developed as part of a classroom research project about students’ progressions in thinking about interdependence. LW2056 What lives in our waterways? Explores relationships in and near waterways, including impacts of human activities. LW2057 Waterways Relationships web game is a concept mapping activity using cards. LW2058 Interdependence loopy is a card game that assesses knowledge of relationships and relevant scientific vocabulary. 12 Aquaculture in Action - Curriculum Links www.aquaculture.govt.nz