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