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 demonstrate your understanding of the health of an awa in your local rohe.
You will:
- process the data gathered, such as kōrero tuku iho, your observations, and statistical information about the environment that you have gathered or has been given to you by your kaiako
- choose how to visually present your processed data so that it effectively represents and supports your findings. For example, you could present your data through maps, annotated photographs, or graphs. Use basic conventions to make sure that data is represented accurately.
- use your presented data to describe and explain your findings about the health of the awa. Describe and explain how your data can strengthen and limit your understanding of the awa, and discuss how additional data could be used to improve your understanding.
- analyse your findings to form a conclusion about the health of the awa.
You are going to demonstrate your understanding of the health of an awa in your local rohe.
You will:
- process the data gathered, such as kōrero tuku iho, your observations, and statistical information about the environment that you have gathered or has been given to you by your kaiako
- choose how to visually present your processed data so that it effectively represents and supports your findings. For example, you could present your data through maps, annotated photographs, or graphs. Use basic conventions to make sure that data is represented accurately.
- use your presented data to describe and explain your findings about the health of the awa. Describe and explain how your data can strengthen and limit your understanding of the awa, and discuss how additional data could be used to improve your understanding.
- analyse your findings to form a conclusion about the health of the awa.
How to present your learning
You may work together in a group to explore your learning, but you must individually present your work to show you have met all of the requirements of the Standard.
You can use a variety of ways to show what you learned through exploration, such as:
Option 1:
- Prepare a recorded oral presentation — around 3-4 minutes long.
- In addition to your recording, include supporting visuals (presented data) such as maps, annotated photographs, graphs, and diagrams.
- Submit your oral presentation to your kaiako.
Option 2:
- Prepare an A3 poster — around 800 words.
- Include supporting visuals (presented data) such as maps, annotated photographs, graphs, and diagrams.
- Submit your A3 poster to your kaiako.
Option 3:
- Prepare a digital audio-visual presentation — around 3-4 minutes long.
- Include supporting visuals (presented data) such as maps, annotated photographs, graphs, continuums, and diagrams.
- Submit your digital presentation to your kaiako.
You may work together in a group to explore your learning, but you must individually present your work to show you have met all of the requirements of the Standard.
You can use a variety of ways to show what you learned through exploration, such as:
Option 1:
- Prepare a recorded oral presentation — around 3-4 minutes long.
- In addition to your recording, include supporting visuals (presented data) such as maps, annotated photographs, graphs, and diagrams.
- Submit your oral presentation to your kaiako.
Option 2:
- Prepare an A3 poster — around 800 words.
- Include supporting visuals (presented data) such as maps, annotated photographs, graphs, and diagrams.
- Submit your A3 poster to your kaiako.
Option 3:
- Prepare a digital audio-visual presentation — around 3-4 minutes long.
- Include supporting visuals (presented data) such as maps, annotated photographs, graphs, continuums, and diagrams.
- Submit your digital presentation to your kaiako.
Timeframe
You have up to three weeks of class time to complete this Assessment Activity.
You have up to three weeks of class time to complete this Assessment Activity.
Getting started
- Make sure that you understand the purpose of this task, which is to explore the health of the local awa.
- Find out some background on the awa to understand the whakapapa and significance to mana whenua. Where possible and appropriate, engage with pūrākau to gain an understanding of the history and significance of te taiao.
- Be sure that you know where the awa is located in your rohe. Perhaps a map could be used to annotate where the data you are using came from.
- Find out about the land use in the local awa — does it change from farming land, native forest, industrial, commercial, and residential? Look at how land use has changed for local iwi, including relationships within te taiao.
- Examine secondary data about the local awa — photographs and articles, for example, or data from councils on the health of the awa.
- Look at examples of how data is presented and used in an explanation.
- Brainstorm different methods you could use to present data that are appropriate to use within this taiao.
You are encouraged to consider the following:
Mauri: the life force of the awa.
Tūrangawaewae: the connections that people have to the awa and place through pepeha and whakapapa.
Kaitiakitanga: guardianship, stewardship for living things and resources.
Te taiao: the space you stand in or observe. Features of te taiao are interconnected, including people who live within the space.
Mana whenua have a relational connection to awa, including what is in the awa, through whakapapa.
The processes that have created the awa whakapapa back to atua such as Ranginui, Papatūānuku, Tāwhirimatea, and Tangaroa.
- Make sure that you understand the purpose of this task, which is to explore the health of the local awa.
- Find out some background on the awa to understand the whakapapa and significance to mana whenua. Where possible and appropriate, engage with pūrākau to gain an understanding of the history and significance of te taiao.
- Be sure that you know where the awa is located in your rohe. Perhaps a map could be used to annotate where the data you are using came from.
- Find out about the land use in the local awa — does it change from farming land, native forest, industrial, commercial, and residential? Look at how land use has changed for local iwi, including relationships within te taiao.
- Examine secondary data about the local awa — photographs and articles, for example, or data from councils on the health of the awa.
- Look at examples of how data is presented and used in an explanation.
- Brainstorm different methods you could use to present data that are appropriate to use within this taiao.
You are encouraged to consider the following:
Mauri: the life force of the awa.
Tūrangawaewae: the connections that people have to the awa and place through pepeha and whakapapa.
Kaitiakitanga: guardianship, stewardship for living things and resources.
Te taiao: the space you stand in or observe. Features of te taiao are interconnected, including people who live within the space.
Mana whenua have a relational connection to awa, including what is in the awa, through whakapapa.
The processes that have created the awa whakapapa back to atua such as Ranginui, Papatūānuku, Tāwhirimatea, and Tangaroa.
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 demonstrate your understanding of the health of an awa in your local rohe.
You will:
- process the data gathered, such as kōrero tuku iho, your observations, and statistical information about the environment that you have gathered or has been given to you by your kaiako
- choose how to visually present your processed data so that it effectively represents and supports your findings. For example, you could present your data through maps, annotated photographs, or graphs. Use basic conventions to make sure that data is represented accurately.
- use your presented data to describe and explain your findings about the health of the awa. Describe and explain how your data can strengthen and limit your understanding of the awa, and discuss how additional data could be used to improve your understanding.
- analyse your findings to form a conclusion about the health of the awa.
You are going to demonstrate your understanding of the health of an awa in your local rohe.
You will:
- process the data gathered, such as kōrero tuku iho, your observations, and statistical information about the environment that you have gathered or has been given to you by your kaiako
- choose how to visually present your processed data so that it effectively represents and supports your findings. For example, you could present your data through maps, annotated photographs, or graphs. Use basic conventions to make sure that data is represented accurately.
- use your presented data to describe and explain your findings about the health of the awa. Describe and explain how your data can strengthen and limit your understanding of the awa, and discuss how additional data could be used to improve your understanding.
- analyse your findings to form a conclusion about the health of the awa.
How to present your learning
You may work together in a group to explore your learning, but you must individually present your work to show you have met all of the requirements of the Standard.
You can use a variety of ways to show what you learned through exploration, such as:
Option 1:
- Prepare a recorded oral presentation — around 3-4 minutes long.
- In addition to your recording, include supporting visuals (presented data) such as maps, annotated photographs, graphs, and diagrams.
- Submit your oral presentation to your kaiako.
Option 2:
- Prepare an A3 poster — around 800 words.
- Include supporting visuals (presented data) such as maps, annotated photographs, graphs, and diagrams.
- Submit your A3 poster to your kaiako.
Option 3:
- Prepare a digital audio-visual presentation — around 3-4 minutes long.
- Include supporting visuals (presented data) such as maps, annotated photographs, graphs, continuums, and diagrams.
- Submit your digital presentation to your kaiako.
You may work together in a group to explore your learning, but you must individually present your work to show you have met all of the requirements of the Standard.
You can use a variety of ways to show what you learned through exploration, such as:
Option 1:
- Prepare a recorded oral presentation — around 3-4 minutes long.
- In addition to your recording, include supporting visuals (presented data) such as maps, annotated photographs, graphs, and diagrams.
- Submit your oral presentation to your kaiako.
Option 2:
- Prepare an A3 poster — around 800 words.
- Include supporting visuals (presented data) such as maps, annotated photographs, graphs, and diagrams.
- Submit your A3 poster to your kaiako.
Option 3:
- Prepare a digital audio-visual presentation — around 3-4 minutes long.
- Include supporting visuals (presented data) such as maps, annotated photographs, graphs, continuums, and diagrams.
- Submit your digital presentation to your kaiako.
Timeframe
You have up to three weeks of class time to complete this Assessment Activity.
You have up to three weeks of class time to complete this Assessment Activity.
Getting started
- Make sure that you understand the purpose of this task, which is to explore the health of the local awa.
- Find out some background on the awa to understand the whakapapa and significance to mana whenua. Where possible and appropriate, engage with pūrākau to gain an understanding of the history and significance of te taiao.
- Be sure that you know where the awa is located in your rohe. Perhaps a map could be used to annotate where the data you are using came from.
- Find out about the land use in the local awa — does it change from farming land, native forest, industrial, commercial, and residential? Look at how land use has changed for local iwi, including relationships within te taiao.
- Examine secondary data about the local awa — photographs and articles, for example, or data from councils on the health of the awa.
- Look at examples of how data is presented and used in an explanation.
- Brainstorm different methods you could use to present data that are appropriate to use within this taiao.
You are encouraged to consider the following:
Mauri: the life force of the awa.
Tūrangawaewae: the connections that people have to the awa and place through pepeha and whakapapa.
Kaitiakitanga: guardianship, stewardship for living things and resources.
Te taiao: the space you stand in or observe. Features of te taiao are interconnected, including people who live within the space.
Mana whenua have a relational connection to awa, including what is in the awa, through whakapapa.
The processes that have created the awa whakapapa back to atua such as Ranginui, Papatūānuku, Tāwhirimatea, and Tangaroa.
- Make sure that you understand the purpose of this task, which is to explore the health of the local awa.
- Find out some background on the awa to understand the whakapapa and significance to mana whenua. Where possible and appropriate, engage with pūrākau to gain an understanding of the history and significance of te taiao.
- Be sure that you know where the awa is located in your rohe. Perhaps a map could be used to annotate where the data you are using came from.
- Find out about the land use in the local awa — does it change from farming land, native forest, industrial, commercial, and residential? Look at how land use has changed for local iwi, including relationships within te taiao.
- Examine secondary data about the local awa — photographs and articles, for example, or data from councils on the health of the awa.
- Look at examples of how data is presented and used in an explanation.
- Brainstorm different methods you could use to present data that are appropriate to use within this taiao.
You are encouraged to consider the following:
Mauri: the life force of the awa.
Tūrangawaewae: the connections that people have to the awa and place through pepeha and whakapapa.
Kaitiakitanga: guardianship, stewardship for living things and resources.
Te taiao: the space you stand in or observe. Features of te taiao are interconnected, including people who live within the space.
Mana whenua have a relational connection to awa, including what is in the awa, through whakapapa.
The processes that have created the awa whakapapa back to atua such as Ranginui, Papatūānuku, Tāwhirimatea, and Tangaroa.