oriental bay seascape mural booklet 2008

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A guide for educators and students visting the Oriental Bay Seascape Mural, published by the New Zealand Department of Conservation. Mural project produced by Eric Holowacz and a dozen artists, Wellington City Council.

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  • OCTOBER 2008

    Wellingtons seascape mural the marine environmentEnvironmental education resource for schools

  • Wellingtons seascape mural the marine environmentEnvironmental education resource for schools

    Published by

    Department of Conservation Poneke Area P.O. Box 5086 Wellington 6145, New Zealand

  • Copyright 2008 New Zealand Department of Conservation

    ISBN 978-0-478-14445-1 (pdf)

    In the interest of forest conservation, The Department of Conservation supports paperless electronic publishing.

  • i i i

    CONTENTS

    Seascape mural the marine environment 1

    Planning a trip to the seascape mural 2

    Getting there 3

    Curriculum links and activities 4

    Key focus: Our marine environment 5

    Key focus: People and the marine environment 7

    Key focus: Seal colony 11

    Copy masters 12

    Assessment activity: Science LW2946 13

    Assessment activity: Science LW2015 14

    Assessment activity: Science LW2012 15

    The rocky shore 16

    The sandy shore 17

    LambtonHarbour

    FrankKitts Park

    Oriental Bay

    Little Karaka

    Bay

    Seascape mural

    Te Papa

    BasinReserve

    TownBelt

    CivicSquare

  • i v

    Shallow coastal water 18

    The deep sea 19

    Remember the Seashore Code 20

    Activity cards 21

    Food chains 22

    Common marine animals 24

    Erics dream 26

    Oriental Bay then and now 27

    People impact cards 28

    Action plan activity 29

    Newspaper clippings 30

    Preservation versus use 31

    Contacts and resources 32

  • 1Seascape mural the marine environment

    An environmental education resource for schools

    This environmental education resource, like the mural it uses as a focus, is to raise awareness and develop understanding for conservation issues in the marine environment. The mural provides an exciting outdoor classroom that is easily accessible to Wellington schools. It was created because

    Since 2004 the community has worked together to create this seascape mural.

    Nine local artists and seven marine specialists from DOC, NIWA and Te Papa worked with the support of WCC arts team and DOCs Poneke area community relations team to create a mural with a difference.

    Curriculum links and suggested pre-visit, on-site and post-visit activities have been developed.

    Teachers can select from a range of activities suitable for students working at curriculum levels 24 or they can adapt activities to suit their students.

    When at the seascape mural students can:

    Observe the different ecosystems that exist in the marine environment and identify some food chains/webs

    Identify some special features of marine plants and animals that help them survive in the marine environment

    Consider why people value this area and want to improve it

    Observe the impact of people on the marine environment

    Explore an artwork that provides enjoyment and promotes consideration of marine issues.

    Eric had a dream. Every day he walked past an old grey concrete wall. He wondered how he could make it more attractiveso many people passed this wall every day. After diving with a friend one day he had an idea. That boring concrete wall could be a reflection of the marine environment beside it.

    Eric shared his dream and found people to help to make it happen. With the help of artists, scientists and local businesses Erics dream became a reality. You can see it at Oriental Bay. This seascape mural reflects what is in the marine environment opposite it and around the south coast.

  • 2Environmental education

    If New Zealand is to have a sustainable future, environmental education is essential. Historically schools have provided programmes for students to learn about the environment and provided learning experiences in the environment. Today environmental education includes another vital componenteducation for the environment. Students are required to use the knowledge, skills and values they have acquired to contribute to a sustainable future for New Zealands natural, social and cultural environment. Teachers are encouraged to provide opportunities for students to access information that will enable them to debate issues and make informed decisions; and to take responsibility, through personal and/or groups actions, for addressing environmental issues.

    The Department of Conservation provides this resource for teachers using the marine environment as a focus for an environmental education programme. For further information about environmental education refer to your schools copy of the Guidelines for Environmental Education in New Zealand Schools, Ministry of Education 1999 or find it online at www.tki.org.nz

    Environmental education in, on and around Wellingtons coast

    The seascape mural at Oriental Bay provides a focus for students to learn more about the marine environment, develop key competencies (thinking, making meaning, relating to others, self-management, participating and contributing) and address the key environmental concepts of interdependence, sustainability, biodiversity and personal and social responsibility for action.

    The seascape mural and the many accessible marine environments around Wellingtons coast, provide a wide range of learning contexts to meet the leaning needs and interests of students of all ages and abilities.

    This resource has been developed for teachers who wish to involve their students in environmental education both inside and outside the classroom.

    The key concepts underlying environmental educationinterdependence, sustainability, biodiversity, personal and social responsibility for actioninterweave through the suggested activities and are core to environmental education programmes.

    Planning a trip to the seascape mural

    Read the suggested pre-visit, on-site and post-visit activities and additional information.1.

    Plan your environmental education programme (using the activities provided) that will best 2. meet the learning needs of your students.

    Locate and use 3. Safety and EOTC: A good practice for New Zealand schools, Ministry of Education 2002 (www.tki.org.nz). This document provides a rationale, safety management process, legal obligations and planning templates for a good EOTC programme. Use the templates it provides for Risk Assessment Checklist (form 12) and Outdoor Safety Action Plan (form 13) and EOTC event planning checklist (form 17) to ensure you are well prepared for your trip. Other helpful documents include: Managing Risks in Outdoor Activities (Mountain Safety Manual 27, 1993), and Water Safety Across the Curriculum (Water Safety New Zealand, 2000). Children under 15 years must be under constant adult supervision.

    Compile a checklist of equipment required by each student, each class. The list might 4. include: Students: Food, drink, a waterproof parka, sound footwear and warm clothing. Teachers: cellphone, first aid kit. If you wish to have students writing or sketching, it is recommended that a notebook or small exercise book be used, rather than loose sheets of paper.

    For more information or advice, contact the DOC Poneke Area office, ph (04) 472 5821.5.

  • 3Getting there

    Te Papa

    Waitangi Park

    Freyberg Pool

    Seascape mural

    Oriental Bay

    CABLE STREET

    WAKEFIELD STREET

    ORIENTAL PARADE

    CA

    MB

    RID

    GE

    T

    ER

    RA

    CE

    KE

    NT

    TE

    RR

    AC

    E

    COURTENAY PLACE

    Toilets

    Playground

    Parking

    Walking times

    From Te Papa: 1520 minutes

    From Courtney Place: 1520 minutes

  • 4Curriculum links and activitiesThis resource is cross-curricula with strong links to Science and Art. Some key focuses have been identified/developed. For each focus there is a brief overview of environmental education outcomes followed by curriculum links and a range of suggested activities for you to select from:

    Pre-visit activitiesso students can learn more about the environment that they will visit, the species they will see on the mural, at the rocky shore or the sandy shore. Students will also find out why and how the mural was developed.

    On-site activitiesincluding a set of 20 Photo Cards, for your students to use in (and thus learn more about) the marine environment while at the seascape mural and/or at other local marine environments they may visit.

    Post-visit activitiesto follow-up on learning opportunities motivated by their visit and to use students knowledge and skills to take some positive action for their local environment.

    Core activities for each topic have been highlighted. You may wish to use only these activities for a shorter study.

    Through the suggested activities students can develop competency in thinking and making meaning while researching and presenting information in order to argue/debate/portray a case convincingly and when analysing problems such as water pollution; numeracy skills when organising survey information; and competency in participating and contributing when taking responsibility as a group member for planning and carrying out an environmental project.

    Teachers should prepare a student task that could be completed at the beginning and end of this study and used for formative and summative assessment. It should provide an opportunity to compare students development in knowledge, attitudes, values and skills when making lifestyle decisions or teachers can use the suggested activities from the Assessment Resource Bank.

  • 5Key focus: Our marine environment

    Most children in Wellington have experience of, or access to, the h