Internal assessment resource Education for Sustainability 3.2A v2 for Achievement Standard
90829
PAGE FOR TEACHER USE
NZQA
Approved
Internal Assessment Resource
Education for Sustainability Level 3
This resource supports assessment against:
Achievement Standard 90829
Investigate the interrelationship between humans and a
biophysical environment in relation to a sustainable future
Resource title: Water off a wrybill’s back
4 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

Should be modified to make the context relevant to students in their school
environment and ensure that submitted evidence is authentic
Date version published by
Ministry of Education
December 2012 Version 2
Quality assurance status
These materials have been quality assured by NZQA.
To support internal assessment from 2012
NZQA Approved number A-A-12-2012-90829-01-6091
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.
This resource is copyright © Crown 2012
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Internal assessment resource Education for Sustainability 3.2A v2 for Achievement Standard
90829
PAGE FOR TEACHER USE
Internal Assessment Resource
Achievement Standard Education for Sustainability 90829:
Investigate the interrelationship between humans and a
biophysical environment in relation to a sustainable future
Resource reference: Education for Sustainability 3.2A v2
Resource title: Water off a wrybill’s back
Credits: 4
Teacher guidelines
The following guidelines are supplied to enable teachers to carry out valid and
consistent assessment using this internal assessment resource.
Teachers need to be very familiar with the outcome being assessed by Achievement
Standard Education for Sustainability 90829. 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 assessment activity requires students to investigate the biophysical environment
of the Upper Waitaki Basin and write an evaluative report. As part of their research,
they will explore the reciprocal relationship between people and the biophysical
environment, and the implications for a sustainable future.
The activity assumes students will have the opportunity to visit the biophysical
environment. Choose a local environment and adapt the task as required.
Conditions
It is expected that students will complete this action assignment over an extended
period of time, for example, 8–10 weeks. Meet with students on a regular basis to
monitor progress.
Resource requirements
Students will require internet access for research.
Additional information
The Education for Sustainability community on TKI provides useful material to
support this activity (http://efs.tki.org.nz/).
The standard requires students to discuss the consequences of the human activity in
relation to all the aspects of sustainability – environmental, social, economic, and
cultural, and/or Māori concepts. The expression of Māori concepts will vary between
hapū and iwi. Consult with your local Māori community on how these concepts
should be expressed.
This resource is copyright © Crown 2012
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Internal assessment resource Education for Sustainability 3.2A v2 for Achievement Standard
90829
PAGE FOR STUDENT USE
Internal Assessment Resource
Achievement Standard Education for Sustainability 90829:
Investigate the interrelationship between humans and a biophysical
environment in relation to a sustainable future
Resource reference: Education for Sustainability 3.2A v2
Resource title: Water off a wrybill’s back
Credits: 4
Achievement
Achievement with Merit
Achievement with
Excellence
Investigate the
interrelationship between
humans and a biophysical
environment in relation to a
sustainable future.
Investigate and explain the
interrelationship between
humans and a biophysical
environment in relation to a
sustainable future.
Critically investigate and
explain the interrelationship
between humans and a
biophysical environment in
relation to a sustainable
future.
Student instructions
Introduction
This assessment activity requires you to investigate the biophysical environment of the
Upper Waitaki Basin and write an evaluative report. As part of your research, you will
explore the reciprocal relationship between people and the biophysical environment,
and the implications for a sustainable future.
Teacher note: Adapt this task to meet the needs and interests of your students.
You will be assessed on your analysis of:

the biophysical environment

an example of the interrelationship between people and the biophysical
environment in relation to the aspects of sustainability – environmental, social,
economic, and cultural, and/or Māori concepts.
Interrelationships are two-way interactions and interdependencies that may be positive,
negative, or neutral. The consequences (impacts) for this task can be viewed from two
angles – that of humans on the environment and also the environment on humans.
This is an individual assessment task. You have <<xx>> weeks to complete it.
Teacher note: Adapt the time allowed to meet the needs of your students.
Document your planning, implementation, and reflection in a logbook. Meet regularly
with your teacher to discuss your progress.
Submit your logbook, research notes and source material (for example, interview
questions and answers, photos, maps) with your report.
This resource is copyright © Crown 2012
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Internal assessment resource Education for Sustainability 3.2A v2 for Achievement Standard
90829
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Task
Investigation
As part of this assessment task you will visit the Upper Waitaki Basin with your class.
Before the visit, research the area and identify the human activities that have an impact
on the sustainability of the basin.
During your visit, interview local people about their relationship with the Upper Waitaki
Basin. This may be a spiritual, economic, artistic, and/or recreational relationship.
Investigate the biophysical environment – record your observations and data using a
variety of media and scientific investigation methods. Record your impressions of the
environment and the impact that humans have made on it.
Visual
Using a map or a bird’s eye sketch, show the location of key natural features of the
Upper Waitaki Basin. Use an overlay technique (or GIS if you are able to access it) to
show the human landscape that overlies the biophysical environment.
Profiling
Describe the biophysical components of the environment. Use annotated diagrams,
maps, graphs, and/or flow charts to support your description. Include ecological
systems and any relevant physical systems such as climatic or geological.
Teacher note: Before beginning this assessment task, introduce students to the
systems that are relevant to the biophysical location chosen.
Consider:

how the environment has changed over time – naturally and due to human activity

what are the different ways people have used the environment

how people’s perception of the environment has changed over time.
Report
Use the material gathered from your investigation to inform your report. Give a critical
account and explanation of a reciprocal interrelationship between humans and the
biophysical environment in relation to aspects of sustainability (environmental, social,
cultural, and economic) and/or Māori concepts.
You may wish to present your findings in another format, for example, a multimedia
presentation, web page, or large format display board. Discuss this with your teacher
before beginning.
Hand in your completed report, logbook, and research notes. Include a bibliography of
the sources you have used. Resource A provides guidelines for referencing. Note that
the bibliography is required but not assessed.
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90829
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Resource A: Student guidelines for referencing
Note: this is one of several methods of referencing.
Authenticity of ideas, facts, and quotes in the body of the report
To ensure all sources can be checked and authenticated, any quotations, ideas, or
facts from your sources must be acknowledged at the point where they are used in
your report. There are several ways to do this:


Author’s surname, date of publication, page numbers, in brackets, for example:
-
(Smith, 1998, p293)
-
The Whale Liberation Society believes that whales are sacred animals and
should never be killed (New Zealand Herald, Jan 10th, 2006)
Footnotes – the use of a number in the text next to your quoted material which
refers to the author, data of publication and page numbers (or internet site) listed at
the bottom of the page, for example:
-
The Whale Liberation Society believes that whales are sacred animals and
should never be killed …….1
Reference list
To ensure all facts, ideas, data, quotes, pictures, diagrams, and maps that you used
can be checked and authenticated, include a reference list or bibliography with your
report. It is recommended that you use the American Psychological Association (APA)
referencing system (www.waikato.ac.nz/library/study/guides/apa.shtml):


Books are referenced with the author, date of publication, title, and publication
information. For example, Selinger, B. (1989). Chemistry in the Marketplace (4th
ed.). Sydney: Heinemann.
-
Author(s). Write the surname then initials for all authors. Use commas to
separate authors. Finish with a full stop.
-
Date of publication. Give the year the work was published in brackets.
-
Title. This is in italics with additional information in brackets to enable
identification.
-
Publication information. Give the name of the city, then a colon followed by the
name of the publisher.
Periodicals are referenced with the author, date of publication, article title, journal
title, and publication information. For example, Becker, L.J., Seligman, C. (1981).
Welcome to the Energy Crisis. Journal of Social Issues. 37, 1-7.
-
Author(s). Write the surname then initials for all authors. Use commas to
separate authors. Finish with a full stop.
-
Date of publication. Give the year the work was published in brackets.
-
Article title. This is in normal type, e.g. Welcome to the Energy Crisis.
-
Journal title and publication information. Give the journal title in full in italics.
Next give the volume number but do not use “Vol.” before the number.
1New
Zealand Herald, Jan 10th, 2006
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Internal assessment resource Education for Sustainability 3.2A v2 for Achievement Standard
90829
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-
Finally, include the page numbers. Use “pp” before the page numbers in
newspapers and magazines but not in references to journal articles, e.g.
Journal of Social Issues, 37, 1-7.

Websites are referenced with three pieces of information – the web address, who is
in charge of the website (to indicate how authoritative the website is), and the date
you accessed the web page. For example: http://www.usgs.gov/ (United States
Geological Society, accessed on 12.02.09)

Interviews are referenced with the speaker, and the date and place of the interview.
For example:
-

Film/video references should include the producer and director’s names, the date of
publication, the title, the country of origin, and the studio or distributor. Put Motion
picture in square brackets [ ] after the title. For example:
-

Smith, I. B. (October 15, 2006). Interview at New College, NIWA, Symonds St,
Auckland.
Vasile, T. (Producer), & Fellini, F. (Director). (2001). Roma [Motion picture].
United States: MGM Home Entertainment.
Television programs should include the producer, date of broadcast or copyright,
title of broadcast, the city of origin, and the TV channel it was broadcast on. Put
television series episode in square brackets [ ] after the title. For example:
-
Slater, K. (Producer). (2002). Gene in a bottle [Television series].
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Internal assessment resource Education for Sustainability 3.2A v2 for Achievement Standard 90829
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Assessment schedule: Education for Sustainability 90829 Water off a wrybill’s back
Evidence/Judgements for Achievement
Evidence/Judgements for Achievement
with Merit
Evidence/Judgements for Achievement
with Excellence
The student investigates the interrelationship
between humans and the biophysical environment
of the Upper Waitaki Basin in relation to a
sustainable future. In their report, the student:
 shows evidence of an inquiry or research into
the biophysical components of the Upper
Waitaki Basin, framed around both ecosystems
and relevant physical systems, and briefly
outlines the changes over time, for example:
Food webs with species names and population
sample estimates, ecological niche
descriptions, habitat assessment, flora and
fauna audits.
 describes the reciprocal relationship in terms of
all aspects of sustainability, the
interdependence between them, and possible
future outcomes, for example:
For many people recreational fishing in the
Waitaki Upper Basin area is an important
pursuit. The many streams and rivers in the
region provide leisure opportunities for people.
A number of fishers spoken to also involve
themselves with protection programmes such
as riparian planting to ensure the health of the
rivers for future generations. Species of plants
and animals that have increased must be
identified and details of a healthy river are
described.
The student investigates and explains the
interrelationship between humans and the
biophysical environment of the Upper Waitaki
Basin in relation to a sustainable future. In their
report, the student:
 shows evidence of an inquiry or research into
the biophysical components of the Upper
Waitaki Basin, framed around both ecosystems
and relevant physical systems, and briefly
outlines the changes over time, for example:
Food webs with species names and population
sample estimates, ecological niche
descriptions, habitat assessment, flora and
fauna audits.
 describes the reciprocal relationship in terms of
all aspects of sustainability, the
interdependence between them, and possible
future outcomes, for example:
For many people recreational fishing in the
Waitaki Upper Basin area is an important
pursuit (species named). The many streams
and rivers in the region provide leisure
opportunities for people. The Fish & Game
spokesperson we interviewed explained how
important fishing is for some people as it
provides time out for contemplation and
regeneration; it is a means of getting in touch
with nature rather than a means of providing
food. Many of the Fish and Game members are
strong advocates for protecting the
environment and many involve themselves with
protection programmes such as riparian
The student critically investigates and explains the
interrelationship between humans and the
biophysical environment of the Upper Waitaki
Basin in relation to a sustainable future. In their
report, the student:
 shows evidence of a critical investigation into
the biophysical components of the Upper
Waitaki Basin, framed around both ecosystems
and relevant physical systems, and briefly
outlines the changes over time, for example:
Food webs with species names and population
sample estimates, ecological niche
descriptions, habitat assessment, flora and
fauna audits.
 explains with breadth and depth the reciprocal
relationship in terms of all aspects of
sustainability and the interdependence
between them, critically analyses the possible
future outcomes of the interrelationship, and
suggests alternatives if appropriate, for
example:
For many people, recreational fishing in the
Waitaki Upper Basin area is an important
pursuit. The many streams and rivers in the
region provide leisure opportunities for people.
Fishing has long been important - Māori fished
the rivers for the 26 species of freshwater fish
that inhabited the region. With the arrival of
Europeans, trout and salmon (species named)
were introduced, both having an impact on the
native species (named). Whilst native fish
numbers have been greatly reduced trout and
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Internal assessment resource Education for Sustainability 3.2A v2 for Achievement Standard 90829
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planting to ensure the health of the rivers for
future generations.
salmon continue to be released for recreational
fishing. The Fish & Game spokesperson we
interviewed explained how important fishing is
for some people as it provides time out for
contemplation and regeneration; it is a means
of getting in touch with nature rather than a
means of providing food. Many of the Fish and
Game members are strong advocates for
protecting the environment and many involve
themselves with protection programmes such
as riparian planting to ensure the health of the
rivers for future generations. Others engage
with local planning issues that may impact on
the health of the rivers such as further
development of HEP on the Waitaki River.
They don't wish to see the fish stock reduced
due to warmer waters and lack of the natural
flush effect.
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 2012
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