Kaiako must ensure that ākonga are clear on the purpose of this task, which is to explore a microclimate of an environment using data.

When planning the Teaching and Learning Programme, kaiako should consider including the following:

• exploring how climate processes have created different microclimates across the globe, and how in Aotearoa New Zealand microclimates can be considered connected back to atua such as Tāwhirimātea
• understanding the differences between weather and climate
• understanding the relationship between people and climate. This could include the role of seasons (kōanga, raumati, ngahuru, and takurua) for planting and harvesting, and how weather affects people.
• looking at how people and climate change are connected
• investigate different microclimate case studies such as urban heat islands.

Kaiako can provide data to ākonga related to this purpose or ākonga can collect data related to the purpose. Ākonga could use both primary and secondary data in the assessment. The data can be both quantitative and qualitative.

This data might include:

• information on the topography of the area — aerial photographs which could be provided or oblique photographs which ākonga could take
• data collected from local knowledge holders about the area and the importance of the climate for the rohe
• data from sources such as newspaper articles or other media about the climate of the area or about how the area might have changed
• evidence of temperature, humidity, cloud cover percentage, wind direction, and sunshine hours.

Ākonga are encouraged to have a range of data so that they can explore the environment thoroughly.

Kaiako should include opportunities during the year for ākonga to:

• learn how to record data
• learn about how people’s values can influence how primary data is collected
• look at examples of how data is processed
• brainstorm different methods they could use to present data that are appropriate to use within this taiao. This could include quotes, annotated photographs, graphs, and diagrams.
• practise using different techniques and methods to present data from both primary and secondary data, including qualitative data
• practise writing findings (results) and drawing a conclusion, using the presented data
• understand that data can have strengths and limitations when exploring an environment
• understand that additional data can provide for a richer understanding about an environment.

A Teaching and Learning Programme should provide opportunity for ākonga to use mātauranga Māori to explore data related to the microclimate of the selected environment.

While this Assessment Activity focuses on the microclimate of an environment, kaiako may choose to focus on a different context of investigation that is of interest or relevance to ākonga, using the same approach as shown in this Assessment Activity.