What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
You are going to create a presentation on the production of mānuka honey in Aotearoa New Zealand, focusing on the influence a management practice has on a bee life process.
In your presentation you should:
- describe a mātauranga Māori concept in the context of how a bee life process is managed in a primary production system. This may include looking at the bee’s interrelationships with the environment and other living things.
- describe a life process (such as reproduction, growth, or digestion) of the European honeybee that needs to be managed in the production of honey
- describe a management practice that influences the life process. Include a description of how it is carried out. Supporting evidence could include technical information from sources, such as industry instruction manuals.
- explain how the life process is influenced by the relevant management practice.
- evaluate how the selected management practice influences the life process in the production of honey. For example, you could discuss a strength and a weakness of the management practice to consider how well the practice influences the life process with reference to improvement of production, such as the effects on volume of honey or the production of honey with a high UMF (Unique Mānuka Factor).
You are going to create a presentation on the production of mānuka honey in Aotearoa New Zealand, focusing on the influence a management practice has on a bee life process.
In your presentation you should:
- describe a mātauranga Māori concept in the context of how a bee life process is managed in a primary production system. This may include looking at the bee’s interrelationships with the environment and other living things.
- describe a life process (such as reproduction, growth, or digestion) of the European honeybee that needs to be managed in the production of honey
- describe a management practice that influences the life process. Include a description of how it is carried out. Supporting evidence could include technical information from sources, such as industry instruction manuals.
- explain how the life process is influenced by the relevant management practice.
- evaluate how the selected management practice influences the life process in the production of honey. For example, you could discuss a strength and a weakness of the management practice to consider how well the practice influences the life process with reference to improvement of production, such as the effects on volume of honey or the production of honey with a high UMF (Unique Mānuka Factor).
How to present your learning
Your work could be presented in a variety of ways such as:
- an oral presentation (three to four minutes), which may be a video or voice recording that shows how the management practice is carried out, or presented in front of the teacher or class
- a written report or article (up to 750-800 words), which may also include diagrams or pictures, such as photographs of technical information that outlines instructions of a management practice
- a slideshow (eight to ten slides) that will include text, detailed annotations or a voiceover alongside diagrams or pictures that show how the management practice is carried out
- a digital or paper poster or infographic that will include detailed annotations alongside diagrams or pictures that show how the management practice is carried out.
If your work has been developed as a group, you will need to identify your contribution to any group activity.
Your work could be presented in a variety of ways such as:
- an oral presentation (three to four minutes), which may be a video or voice recording that shows how the management practice is carried out, or presented in front of the teacher or class
- a written report or article (up to 750-800 words), which may also include diagrams or pictures, such as photographs of technical information that outlines instructions of a management practice
- a slideshow (eight to ten slides) that will include text, detailed annotations or a voiceover alongside diagrams or pictures that show how the management practice is carried out
- a digital or paper poster or infographic that will include detailed annotations alongside diagrams or pictures that show how the management practice is carried out.
If your work has been developed as a group, you will need to identify your contribution to any group activity.
Timeframe
You will have approximately four hours in class to complete this assessment activity.
Checkpoints will occur at several stages for your teacher to check your progress on:
- selecting supporting evidence to use in your response
- developing your presentation.
You will have approximately four hours in class to complete this assessment activity.
Checkpoints will occur at several stages for your teacher to check your progress on:
- selecting supporting evidence to use in your response
- developing your presentation.
Getting started
Mānuka is a native tree in Aotearoa New Zealand. The leaves, bark and nectar of the tree have been traditionally used in rongoā Māori to treat a range of illnesses, such as fevers and digestion problems, and mānuka honey is now prized worldwide. Apiary, such as honey production, is an easy entry industry. Many farmers of other products, such as sheep and beef, are setting up their own hiveware near areas of mānuka as a way to generate additional income. Hiveware needs to be set up in a way that supports the life processes of bees for effective honey production.
An understanding of the interrelationships that bees have with the environment and especially the living things around them is key knowledge for apiarists as they manage the life processes of bees to support production of honey. Explore what the apiarist does throughout the year to manage the life processes of the bee, for bee health and to enhance production. You could create a calendar of operations for the production of mānuka honey that lists management practices used at each point in the year, along with any life processes that they influence. This will help you identify a management practice to focus on for this assessment activity.
Research the interrelationships between the mānuka tree and the European honey bee to explore how they contribute to the bee’s interactions with all aspects of the environment. Some questions to consider include:
- When and why was the European honey bee introduced to Aotearoa New Zealand?
- How has the mānuka industry developed from forest mānuka to plantation mānuka?
- How is the European honey bee interconnected with the environment and the mānuka host plant?
- How is mātauranga relevant to bee apiarists, such as tūhonongā, manaakitanga, or tiakitanga? This could include information on the interrelationships of bees with their environment and other living things.
- What interconnections exist between aspects of the environment and the bee. You could work with classmates to sketch a diagram helping you to describe the interconnections. For example, soil, climate, water, and altitude that interact with mānuka and the bee.
Mānuka is a native tree in Aotearoa New Zealand. The leaves, bark and nectar of the tree have been traditionally used in rongoā Māori to treat a range of illnesses, such as fevers and digestion problems, and mānuka honey is now prized worldwide. Apiary, such as honey production, is an easy entry industry. Many farmers of other products, such as sheep and beef, are setting up their own hiveware near areas of mānuka as a way to generate additional income. Hiveware needs to be set up in a way that supports the life processes of bees for effective honey production.
An understanding of the interrelationships that bees have with the environment and especially the living things around them is key knowledge for apiarists as they manage the life processes of bees to support production of honey. Explore what the apiarist does throughout the year to manage the life processes of the bee, for bee health and to enhance production. You could create a calendar of operations for the production of mānuka honey that lists management practices used at each point in the year, along with any life processes that they influence. This will help you identify a management practice to focus on for this assessment activity.
Research the interrelationships between the mānuka tree and the European honey bee to explore how they contribute to the bee’s interactions with all aspects of the environment. Some questions to consider include:
- When and why was the European honey bee introduced to Aotearoa New Zealand?
- How has the mānuka industry developed from forest mānuka to plantation mānuka?
- How is the European honey bee interconnected with the environment and the mānuka host plant?
- How is mātauranga relevant to bee apiarists, such as tūhonongā, manaakitanga, or tiakitanga? This could include information on the interrelationships of bees with their environment and other living things.
- What interconnections exist between aspects of the environment and the bee. You could work with classmates to sketch a diagram helping you to describe the interconnections. For example, soil, climate, water, and altitude that interact with mānuka and the bee.
Student resources
You can find a lot of references to bees and the work of apiarists online, some useful videos and websites are listed below.
Country Calendar episodes that profile apiarists (will require a TVNZ+ account to view):
Dr Linda Newstrom-Lloyd is a botanist and pollination biologist conducting research in Aotearoa New Zealand on the best bee forage plants with a focus on mānuka. Healthy Bees, Healthy Business
Rural Delivery on TVNZ (will require a TVNZ+ account to view) has short videos on the latest research:
- Bee Pathogen Programme
- Melita Honey The Land
- Mānuka Research Partnership
Online magazine: New Zealand Geographic Gold rush | New Zealand Geographic (nzgeo.com)
Association website: UMF Unique Mānuka Factor independent certification. UMF | Honey Association
You can find a lot of references to bees and the work of apiarists online, some useful videos and websites are listed below.
Country Calendar episodes that profile apiarists (will require a TVNZ+ account to view):
Dr Linda Newstrom-Lloyd is a botanist and pollination biologist conducting research in Aotearoa New Zealand on the best bee forage plants with a focus on mānuka. Healthy Bees, Healthy Business
Rural Delivery on TVNZ (will require a TVNZ+ account to view) has short videos on the latest research:
- Bee Pathogen Programme
- Melita Honey The Land
- Mānuka Research Partnership
Online magazine: New Zealand Geographic Gold rush | New Zealand Geographic (nzgeo.com)
Association website: UMF Unique Mānuka Factor independent certification. UMF | Honey Association
What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
You are going to create a presentation on the production of mānuka honey in Aotearoa New Zealand, focusing on the influence a management practice has on a bee life process.
In your presentation you should:
- describe a mātauranga Māori concept in the context of how a bee life process is managed in a primary production system. This may include looking at the bee’s interrelationships with the environment and other living things.
- describe a life process (such as reproduction, growth, or digestion) of the European honeybee that needs to be managed in the production of honey
- describe a management practice that influences the life process. Include a description of how it is carried out. Supporting evidence could include technical information from sources, such as industry instruction manuals.
- explain how the life process is influenced by the relevant management practice.
- evaluate how the selected management practice influences the life process in the production of honey. For example, you could discuss a strength and a weakness of the management practice to consider how well the practice influences the life process with reference to improvement of production, such as the effects on volume of honey or the production of honey with a high UMF (Unique Mānuka Factor).
You are going to create a presentation on the production of mānuka honey in Aotearoa New Zealand, focusing on the influence a management practice has on a bee life process.
In your presentation you should:
- describe a mātauranga Māori concept in the context of how a bee life process is managed in a primary production system. This may include looking at the bee’s interrelationships with the environment and other living things.
- describe a life process (such as reproduction, growth, or digestion) of the European honeybee that needs to be managed in the production of honey
- describe a management practice that influences the life process. Include a description of how it is carried out. Supporting evidence could include technical information from sources, such as industry instruction manuals.
- explain how the life process is influenced by the relevant management practice.
- evaluate how the selected management practice influences the life process in the production of honey. For example, you could discuss a strength and a weakness of the management practice to consider how well the practice influences the life process with reference to improvement of production, such as the effects on volume of honey or the production of honey with a high UMF (Unique Mānuka Factor).
How to present your learning
Your work could be presented in a variety of ways such as:
- an oral presentation (three to four minutes), which may be a video or voice recording that shows how the management practice is carried out, or presented in front of the teacher or class
- a written report or article (up to 750-800 words), which may also include diagrams or pictures, such as photographs of technical information that outlines instructions of a management practice
- a slideshow (eight to ten slides) that will include text, detailed annotations or a voiceover alongside diagrams or pictures that show how the management practice is carried out
- a digital or paper poster or infographic that will include detailed annotations alongside diagrams or pictures that show how the management practice is carried out.
If your work has been developed as a group, you will need to identify your contribution to any group activity.
Your work could be presented in a variety of ways such as:
- an oral presentation (three to four minutes), which may be a video or voice recording that shows how the management practice is carried out, or presented in front of the teacher or class
- a written report or article (up to 750-800 words), which may also include diagrams or pictures, such as photographs of technical information that outlines instructions of a management practice
- a slideshow (eight to ten slides) that will include text, detailed annotations or a voiceover alongside diagrams or pictures that show how the management practice is carried out
- a digital or paper poster or infographic that will include detailed annotations alongside diagrams or pictures that show how the management practice is carried out.
If your work has been developed as a group, you will need to identify your contribution to any group activity.
Timeframe
You will have approximately four hours in class to complete this assessment activity.
Checkpoints will occur at several stages for your teacher to check your progress on:
- selecting supporting evidence to use in your response
- developing your presentation.
You will have approximately four hours in class to complete this assessment activity.
Checkpoints will occur at several stages for your teacher to check your progress on:
- selecting supporting evidence to use in your response
- developing your presentation.
Getting started
Mānuka is a native tree in Aotearoa New Zealand. The leaves, bark and nectar of the tree have been traditionally used in rongoā Māori to treat a range of illnesses, such as fevers and digestion problems, and mānuka honey is now prized worldwide. Apiary, such as honey production, is an easy entry industry. Many farmers of other products, such as sheep and beef, are setting up their own hiveware near areas of mānuka as a way to generate additional income. Hiveware needs to be set up in a way that supports the life processes of bees for effective honey production.
An understanding of the interrelationships that bees have with the environment and especially the living things around them is key knowledge for apiarists as they manage the life processes of bees to support production of honey. Explore what the apiarist does throughout the year to manage the life processes of the bee, for bee health and to enhance production. You could create a calendar of operations for the production of mānuka honey that lists management practices used at each point in the year, along with any life processes that they influence. This will help you identify a management practice to focus on for this assessment activity.
Research the interrelationships between the mānuka tree and the European honey bee to explore how they contribute to the bee’s interactions with all aspects of the environment. Some questions to consider include:
- When and why was the European honey bee introduced to Aotearoa New Zealand?
- How has the mānuka industry developed from forest mānuka to plantation mānuka?
- How is the European honey bee interconnected with the environment and the mānuka host plant?
- How is mātauranga relevant to bee apiarists, such as tūhonongā, manaakitanga, or tiakitanga? This could include information on the interrelationships of bees with their environment and other living things.
- What interconnections exist between aspects of the environment and the bee. You could work with classmates to sketch a diagram helping you to describe the interconnections. For example, soil, climate, water, and altitude that interact with mānuka and the bee.
Mānuka is a native tree in Aotearoa New Zealand. The leaves, bark and nectar of the tree have been traditionally used in rongoā Māori to treat a range of illnesses, such as fevers and digestion problems, and mānuka honey is now prized worldwide. Apiary, such as honey production, is an easy entry industry. Many farmers of other products, such as sheep and beef, are setting up their own hiveware near areas of mānuka as a way to generate additional income. Hiveware needs to be set up in a way that supports the life processes of bees for effective honey production.
An understanding of the interrelationships that bees have with the environment and especially the living things around them is key knowledge for apiarists as they manage the life processes of bees to support production of honey. Explore what the apiarist does throughout the year to manage the life processes of the bee, for bee health and to enhance production. You could create a calendar of operations for the production of mānuka honey that lists management practices used at each point in the year, along with any life processes that they influence. This will help you identify a management practice to focus on for this assessment activity.
Research the interrelationships between the mānuka tree and the European honey bee to explore how they contribute to the bee’s interactions with all aspects of the environment. Some questions to consider include:
- When and why was the European honey bee introduced to Aotearoa New Zealand?
- How has the mānuka industry developed from forest mānuka to plantation mānuka?
- How is the European honey bee interconnected with the environment and the mānuka host plant?
- How is mātauranga relevant to bee apiarists, such as tūhonongā, manaakitanga, or tiakitanga? This could include information on the interrelationships of bees with their environment and other living things.
- What interconnections exist between aspects of the environment and the bee. You could work with classmates to sketch a diagram helping you to describe the interconnections. For example, soil, climate, water, and altitude that interact with mānuka and the bee.
Student resources
You can find a lot of references to bees and the work of apiarists online, some useful videos and websites are listed below.
Country Calendar episodes that profile apiarists (will require a TVNZ+ account to view):
Dr Linda Newstrom-Lloyd is a botanist and pollination biologist conducting research in Aotearoa New Zealand on the best bee forage plants with a focus on mānuka. Healthy Bees, Healthy Business
Rural Delivery on TVNZ (will require a TVNZ+ account to view) has short videos on the latest research:
- Bee Pathogen Programme
- Melita Honey The Land
- Mānuka Research Partnership
Online magazine: New Zealand Geographic Gold rush | New Zealand Geographic (nzgeo.com)
Association website: UMF Unique Mānuka Factor independent certification. UMF | Honey Association
You can find a lot of references to bees and the work of apiarists online, some useful videos and websites are listed below.
Country Calendar episodes that profile apiarists (will require a TVNZ+ account to view):
Dr Linda Newstrom-Lloyd is a botanist and pollination biologist conducting research in Aotearoa New Zealand on the best bee forage plants with a focus on mānuka. Healthy Bees, Healthy Business
Rural Delivery on TVNZ (will require a TVNZ+ account to view) has short videos on the latest research:
- Bee Pathogen Programme
- Melita Honey The Land
- Mānuka Research Partnership
Online magazine: New Zealand Geographic Gold rush | New Zealand Geographic (nzgeo.com)
Association website: UMF Unique Mānuka Factor independent certification. UMF | Honey Association