waihola waipori wetlands - department of conservation · ‘hora’, meaning ‘flat ... • tracks...
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WaiholaWaiporiWetlandsAn environmental education resource kitfor use in the Sinclair Wetlands(Te Nohoaka o Tukiauau)
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CONTENTS
Using this resource 4
Te Nohoaka a Tukiauau (Sinclai wetlands): Site Information 9
Site Activities 13
Activity 1: Sound Log 16
Activity 2: In the Supermarket 18
Activity 3: Navigation and oral maps 19
Activity 4: How wetlands work 20
Activity 5: Nature awareness treasure hunt 21
Activity 6: Bird counts 22
Activity 7: Global threats, local environments 23
Activity 8: Selecting a site 24
Related Resources (including websites) 25
Resource Evaluation Form 27
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USING THIS RESOURCE
This resource kit is part of a Department of Conservation and Käi Tahu ki Araiteuru
initiative to encourage teachers to plan exciting, educational experiences on key
conservation sites in coastal Otago.
Wetlands are one of New Zealand’s rarest ecosystems, with less than 10% of the
country’s natural, unmodified wetlands remaining today. The Waihola-Waipori
wetlands are regarded as the best example of this type of habitat on the Otago
coast. The area is nationally and internationally recognised as a precious refuge for
many threatened and endangered species of plant, fish and bird.
The names Waihola and Waipori are probably derived from the early Mäori
occupants, the Waitaha people. ‘Wai’ means water and ‘hola’ is the Waitaha form of
‘hora’, meaning ‘flat’, ‘spread out’ or ‘widespread’. Waipori may be a misrecording
of ‘Waipouri’, the name used in many older manuscripts to refer to the dark, tannin-
stained water draining the heavily wooded Waipori catchment.
This kit focuses on the Sinclair Wetlands, a privately owned property within the
wider Waihola-Waipori wetlands. The Crown returned this property to Te Rünanga
o Käi Tahu ownership in 1998 as part of the Käi Tahu Claims Settlement Act.
The first half of this document provides general information on the history of the
area – its importance as a source of traditional foods and fibres for southern Mäori
and drainage for agriculture by European settlers in the early 1800s – its restoration
as a natural habitat for wildlife since 1960 and its ecological values today.
CURRICULUM LINKS
The second part of the resource kit offers a selection of pre-visit, on-site and follow-
up activities to provide students with a range of experiences in, about, and for the
environment. These suggestions can be adapted to any age/level and provide
learning experiences that:
• Encourage safe and informed use of conservation sites;
• Cover the seven essential learning areas of the New Zealand curriculum using the
relevant achievement objectives listed in the Guidelines for Environmental
Education in New Zealand Schools ((1999, Ministry of Education);
• Include a Mäori cultural perspective with particular reference to technology;
• Value the Sinclair Wetlands as part of Otago’s environmental heritage.
The Guidelines for Environmental Education in New Zealand Schools promote
education for the environment. People are encouraged to think about their
attitudes, values and life-style choices against the impact on the environment.
An understanding of the construction and use of Mäori technology provides
valuable insights into the physical properties, adaptations and behaviour of plants
and animals in this environment. It also highlights the interconnectedness of this
habitat with other sites in the Otago region.
When planning post-visit activities, students are encouraged to use an action-
oriented approach that promotes informed action to address environmental issues
raised during the visit. See Appendix 5, Guidelines for Environmental Education
in New Zealand Schools.
Some suggestions are given in the post-visit section but an action-oriented approach
is most effective when students take responsibility for their own planning and
carrying out their activities in partnership with others.
In the southern Kai Tahu dialect,
‘ng’ is often replaced by ‘k’.
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OUTDOOR SAFETY
When planning a visit to the wetlands, make sure school policy and the correct
procedures are followed. For example, you will need to do a risk analysis
management plan for your visit.
Points to remember:
• Brief students on outdoor safety before the visit and remind them again on arrival
to take care.
• Groups must remain on marked tracks and should stay together at all times.
• Tracks are bordered by deep, drainage ditches so it is potentially dangerous for
anyone to wander off on their own. Much of the wetlands are inaccessible on
foot.
• Parents and helpers should be well briefed on their responsibilities - mainly to
know exactly where their charges are at all times.
• The study sites are all on open land close to the main tracks so the possibility of
getting lost is minimal.
For further in-depth information on outdoor safety refer to:
• Education Outside The Classroom: Guidelines For Good Practice (Ministry of
Education, 1995)
• Managing Risks in Outdoor Activities (Mountain Safety Manual 27, 1993)
• Outdoor Safety Management Systems (EONZ, 1998)
• Outdoor Pursuits Guidelines For Educators (Hillary Commission, 1996)
• Water Safety Across the Curriculum (Water Safety New Zealand, 2000)
School groups should be aware the wetlands were occupied or visited by
Maori for many centuries and may have urupä (burial grounds) and other
wähi tapu (sacred) sites that were restricted areas to the täkata whenua
(local people). Groups should respect cultural protocols by observing tikanga
(customs) where possible, for example, not taking food on to such sites.
Before your site visits you may like to check the environmental care code on DoC’s
web site (http://www.doc.govt.nz/Explore/NZ-Environmental-Care-Code.asp).
Below is a summary of the main points:
ENVIRONMENTAL CARE CODE CHECKLIST
• Protect plants and animals
• Remove rubbish
• Bury toilet waste
• Keep streams and lakes clean
• Take care with fires
• Camp carefully
• Keep to the track
• Consider others
• Respect our cultural heritage
• Enjoy your visit
Protect the environment for your own sake, for the sake of those who come after
you, and for the environment itself.
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HISTORY
The wetlands were once much larger in area than they are today. The whole Taieri
Plain south of Mosgiel was virtually one large, forested swamp that supported an
abundance of vegetation and wildlife. Lakes and ponds were much deeper than the
present day with gravel beds that have since been overlaid by silt and mud.
The area was a major mahika kai (food gathering) resource for successive waves of
Waitaha, Käti Mamoe and Kai Tahu occupation of the Araiteuru (Otago) coast for
hundreds of years before the arrival of Europeans (See “Mahika kai” section for
details).
European settlers arrived in the mid-1800s and began draining the Taieri Plain for
agriculture. Three shallow lakes – Lakes Tatawai, Potaka and Marama Te Taha (Loch
Ascog) – have disappeared, waterways have been filled in and a network of ditches
was dug to drain the swampy, fertile soils for grazing and cropping through until
the present day.
Stopbanks were built to contain the tidal Taieri and Waipori Rivers within their
banks and to protect newly drained farmland from flooding. By the late 1800s much
of the better agricultural land had been drained for food production.
Today an estimated 70% of the original wetland has been drained for productive
farmland, primarily for dairying and cropping. This progressive loss of habitat has
put many native wildlife species under threat.
MAHIKA KAI (FOOD GATHERING)
The whole lower Taieri wetlands were like a huge “supermarket” for southern
Maori living in coastal Otago.
The area supported a number of permanent settlements. There were three pä or
kaika (villages) near Henley – Omoua, Maitapapa, and Takaaihiau - and another,
Paritaniwha Pä, near Momona. Whakaraupuka Pä (now known as Ram Island in the
centre of the Sinclair wetlands) was once the temporary refuge of a famous Käti
Mamoe chief Tukiauau, on his retreat south ahead of his Kai Tahu foe advancing
from their northern strongholds of Kaiköura and Kaiapoi.
A network of waterways and lakes connected the Taieri and Waipori River systems,
providing easy access by waka (canoe) or mokihi (raft). The coast was only a couple
of hours away through the lower Taieri Gorge at Moturata (Taieri Mouth), which
linked inhabitants with established trade routes up and down the coast.
Hapü (sub-tribe) from Otakou, Purakaunui and Puketeraki (near Karitane) regularly
visited the wetlands by this route on seasonal food-gathering expeditions. Parties
camped on the fringes of the swamp in nohoaka (temporary campsites) to fish, hunt
waterfowl and harvest plants for food, weaving and clothing.
The wetlands produced an abundance of tuna (eel), inaka (whitebait), patiki
(flounder) and many other native species of fish. Waterfowl were plentiful and
young ducks in particular were harvested and preserved in seasonal drives during
the moult. The swamp margins provided a valuable and plentiful source of harakeke
(flax), ti kouka (cabbage tree) and raupo (bulrush) for food and industrial fibres
with a multitude of uses.
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Tuna (eels) were a major food source. In summer, they were harvested in great
numbers at inland camps, sun and wind dried on racks and then carefully stored for
the leaner winter months when fresh food was scarce. They were plentiful during
all but the cold winter months, nutritious and easily caught by any number of
methods.
Maori used simple techniques like bobbing (threading worms on to flax strings
which caught in the teeth of eels) and spearing to elaborate channels (awa) and
traps (hinaki) to harvest huge numbers of eels on their annual migrations (heke) to
and from the sea.
Elaborate nets and traps were also used to harvest inaka, which were sun dried on
gravel beaches and stored for later use. Many species of estuarine fish, including
native trout, were regularly caught during the summer months.
WHAT’S SPECIAL ABOUT WETLANDS?
Wetlands are like a giant sponge. They absorb floodwaters during high river
flows and gradually release that water as river levels recede. They also work like
a huge water filter, a natural network of treatment zones and settlement ponds
to improve water quality, habitat and spawning grounds for freshwater
communities.
The Waipori/Waihola wetlands are of national and international importance for
their diversity of wildlife. Eighty species have been recorded here, 55 of them
regularly, and 21 species are largely or totally dependent on this habitat for their
survival. The area regularly supports more than 10,000 waterfowl.
Twelve species of freshwater fish have been recorded here, including such rare
species as the giant kökopu. The area supports regionally significant whitebait
and commercial eel fisheries as well as recreational fishing for introduced
brown trout and perch.
This complex is an integral link in a chain of wetlands along the east coast of the
South Island between Wairau lagoons, near Blenheim, and the Awarua/Waituna
wetlands in Southland.
Water quality of Lakes Waihola and Waipori and the river channels that feed
them are a major concern for local authorities. The Otago Regional Council,
which administers the lakes and about 200ha of adjacent swamplands, has
recognised this problem and the biological effects of eutrophication (nutrient
enrichment) from run-off.
The area is also popular for recreation – particularly boating, water-skiing,
fishing and hunting.
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WETLANDS MANAGEMENT ISSUES
• Ownership and management of the Waihola/Waipori wetlands is split between
seven different landowners.
• Drainage, development and adverse land use practices are continuing on
wetlands adjoining the Waihola/Waipori complex.
• Stock grazing is degrading and destroying whitebait spawning areas.
• Water quality of the lower Taieri River and Lakes Waihola and Waipori is an area
of major concern. The bulk of the drainage from the Taieri Plain, including a high
proportion of dairy waste discharges and run-off, is pumped directly into Lake
Waipori. Domestic sewage discharges from Mosgiel, Momona and Waihola also
enter the wetland.
• The beds of both Lakes Waihola and Waipori are silting up, probably as a result of
power generation and mining operations upstream.
• These lakes function as a flood ponding area for the lower Taieri Plain.
• Riparian areas are degraded and lacking in vegetation suitable for wildlife and
fisheries, and are subject to nutrient run-off.
• Flood gates, weirs and culverts are an impediment to fish passage, restricting the
distribution of native fish.
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Te Nohoaka o Tukiauau(Sinclair wetlands) –site information
The 315-hectare Sinclair wetlands is privately owned by Te Rünanga o Ngai Tahu
and protected in perpetuity by a Queen Elizabeth II National Trust open space
covenant. It is regarded as the largest and most important privately owned wetland
in New Zealand. The property was returned to Kai Tahu by the Crown as part of the
Ngai Tahu Claim Settlement Act in 1998.
The wetlands were named after Horace (Horrie) Sinclair, a conservationist who
bought the property in 1960 and had the vision to let it revert to its natural state.
Before his death in 1998, he ensured the property’s long-term protection through a
covenant that guarantees public access. He was awarded the MBE for services to
conservation in 1984.
FACILITIES
• The Sinclair Wetlands Education Centre is a modern, registered education facility
with displays and resources available to schools, tourists and visitors.
• Schools are advised to book their visit in advance (Phone 03 486-2654; Fax 03
486-2674).
• School groups may be required to pay a fee to cover running costs.
• The centre has accommodation for up to 10 people in a single bunkroom.
• Accommodation is also available for school groups of up to 65 people at nearby
Berwick Lodge, an Otago Youth Adventure Trust facility about 5kms from the
wetlands. Contact the warden (03) 486-2837 for details.
• Toilets are available at the centre and adjacent camping ground.
• If available, the Sinclair wetlands’ manager or caretaker can provide a 15-minute
introduction to the wetlands.
• A video lecture room seating 40 people is available for school groups to view a
20-minute Wild South video of the wetlands.
• A walk on easy, well-formed tracks out to Lonely and Ram Islands takes about two
hours.
• A shorter Loop Walk near the Education Centre takes about 30 minutes.
• Some bird species can be viewed at close range in a pond near the Education
Centre.
• NOTE: Gumboots and warm, wet-weather clothing may be required during wet
periods. Check with the caretaker before your visit.
ACCESS
• The Sinclair wetlands are 50km south of Dunedin on the Berwick-Clarendon
Road.
• Access is clearly sign-posted from SH1 at Henley and Clarendon.
• There is plenty of parking for buses, vans and cars.
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HABITAT
There are three distinct habitats within the Sinclair wetlands.
Swamp and sedge land is dominated by pukio (Carex secta) and other sedge
species, mingimingi (Coprosma propingua) and harakeke (flax or Phormium
cookianum).
Six shallow ponds up to 1.5m deep are an important habitat for wildlife and are
surrounded by stands of raupo (Typha orientalis).
Lonely Island and Ram Island (Tukiauau’s Whakaraupuka pä site) were once
covered in native forest but have been cleared for livestock grazing. Today the
islands have largely reverted to broom and gorse. Remnant patches of native bush
cling to the steeper slopes of Ram and Lonely Islands.
BIRDLIFE
A 2002 survey identified 41 species of birds that were either resident or regular
visitors to the wetlands. The majority (56%) were introduced species, confirming
that exotic birds have invaded all habitat types within the wetlands.
Bird numbers constantly change with birds free to come and go according to
changing food sources and seasonal feeding patterns. Twelve species of native and
introduced waterfowl were counted on the ponds.
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Population counts suggest good numbers of mätä (fernbird), regarded as the most
important species here because of the loss of habitat elsewhere. This population is
not regarded as one under threat. However, no trace was seen of the master of
disguise, matuku (Australasian bittern), the koitareke (marsh crake), or one of the
four rarest duck species in the world, pateke (the brown teal), all of which have
been filmed here before.
CONSERVATION MANAGEMENT
The Ngai Tahu kaitiaki (guardians) of the Sinclair wetlands strongly believe in the
sustainable harvest of traditional mahika kai species, such as ducks and eels. Their
biggest conservation challenge is in controlling a range of introduced plant and
animal pests.
The steady invasion of reed sweet grass (Glyceria maxima), crack willow (Salix
fragilis), gorse (Ulex europus) and broom (Cytisus scoparius) has changed the
character of the wetlands by choking waterways and displacing native vegetation.
Animal pests such as mustelids (stoats, weasels and ferrets) and possums pose a
direct threat to breeding birds, their eggs and young. Possums and rabbits are also
destructive of native bush and seedlings. Staff regularly trap for these introduced
pests.
Recent research on the Taieri catchment has shown that the introduction of game
fish – perch and the highly efficient predator, the brown trout – has had a marked
effect on populations of many native fish like the giant and banded kökopu and
kokopara (native trout), once common in these lowland lakes and waterways.
A 2002 survey recommended a comprehensive programme to monitor bird
population trends and to assess the effects of habitat management, such as pest
control, weed spraying and replanting native bush.
RESTORATION OF NATIVE BUSH
The kaitiaki have begun a major replanting programme of native vegetation on Ram
and Lonely Islands.
Twenty-five different plant species have been successfully raised in a shade house
and nursery at the wetlands. The aim is to produce 3,000 native plants a year on
site. An estimated 64,000 native trees and shrubs will be required over the next 10
years to replant the islands and higher ground.
Plantings to date include makomako (wineberry) and houi (ribbonwood), mänuka
(red tea tree) and känuka (white tea tree), tarata (lemonwood) and kohuhu
(Pittosporum tenufolium), hinahina (whiteywood), kotukutuku (tree fuschia),
putaputaweta (marbleleaf), tötara and under plantings of koromiko (hebes) and toa
(red tussock).
Volunteers from the Conservation Corps, Taskforce Green, Forest and Bird and
other conservation groups have helped plant, release and mulch the first two years’
plantings. The kaitiaki would welcome the involvement of schools in this
reforestation programme.
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TYPICAL PLANTING PLAN FOR RAM ISLAND
1 Makomako (wineberry, Aristotelia serrata)
2 Coprosma (Coprosma parviflora)
3 Karamü (Coprosma lucida)
4 Ti kouka (cabbage tree, Cordyline australis)
5 Käpuka or Papauma (broadleaf, Griselinia littoralis)
6 Koromiko (Hebe salicifolia)
7 Mänuka (Red tea tree, Leptospermum scoparium)
8 Hinahina (whiteywood, Melicytus ramiflorus)
9 Tarata (lemonwood, Pittosporum eugenoides)
10 Houi (ribbonwood, Plagianthius betulinus)
11 Köwhai (southern köwhai, Sophora microphylla)
12 Kahikatea (white pine, Dacrycarpus dacrydioides)
(A full Planting Development Plan is on display at Sinclair Wetlands Visitor
Centre)
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Site activities
Pre-visit
• Locate your school and the wetlands on a map. Work out how long it will take to
get there by bus. Find the nearest marae (there may have been ones closer to the
wetlands in former times). Work out how long it would have taken for people to
walk there. What other forms of transport could have been used over the past
200 years? Debate the environmental impact of these different forms of transport.
• Wetlands provide habitat for plants, insects, fish, birds and other wildlife. Find
pictures of the plants and animals that live here. How are they adapted to this
environment? Compare native and exotic species. Which ones are entirely
dependent on the wetlands for their survival?
• Mahika kai, food gathering, was an important activity of Mäori. Read the story of
Te Waka Huruhurumanu (Huria, 1996) and/or The People of the Place: Mahika
Kai (Dacker, 1990). Brainstorm why these wetlands were a significant mahika kai
site and list the foods that they contributed to the food basket of Ngäi Tahu. How
has this changed over time? Consider the significance of this activity to the on-
going involvement of Ngäi Tahu and the establishment of nohoanga, camp sites,
through the Claim Settlement Act of 1998.
• Place names often tell us about important features of the physical environment
and about the natural resources. Find Mäori and Päkehä names for this area and
the stories associated with these names. Why are the wetlands now known as the
Sinclair Wetlands? Who owns them now and what covenants protect them?
Think of ways your visit can help you understand the significance of these issues.
• Various sites on the Internet calculate your ecological footprint-the area of the
Earth needed to support your lifestyle. Calculate and compare your ecological
footprint with that of a Mäori person of the same age living in this environment
200 years ago. What does this mean for sustainability?
• Investigate the construction, physical properties and use of a mokihi compared
with other waka. Consider the properties of a sponge and a piece of wood in
rough water or a strong wind. Which is more stable in rough water, a mokihi or a
traditional waka? Which might have been used in the wetlands and why?
• People have lived here for over 1000 years. Develop a timeline of who they were
(Waitaha, Kati Mamoe, Kai Tahu, farmers, foresters, etc.) and how they lived.
What does this tell you about their attitudes and values towards the environment?
Invite people to talk about their involvement with the wetlands today.
• Visiting a conservation site requires us to take care of the environment and
people who visit it. List possible hazards to people and the environment during
your visit and suggest how these can be overcome or avoided. Complete a Risk
Analysis Management Form and have someone take responsibility for it during
the visit. There are protocols involved in visiting a site of historical significance to
Mäori, (Dacker, 1990, p.21). How will you observe these?
• Biodiversity is important for a sustainable environment but it is under threat from
the introduction of exotic species and the destruction of habitat, among other
things. Investigate these issues on a global scale and find out about New
Zealand’s Biodiversity Strategy by visiting DoC’s website. Develop ways to
investigate these issues during your visit to the Sinclair Wetlands.
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• Find keywords associated with the management of a wetland environment.
Include words from the DoC website and the Kai Tahu ki Otago Natural resource
Managament Plan, such as conservation, rähuitanga. Compare and contrast these
terms and identify issues that might be significant for the management of this site.
• Technology is purposeful activity for meeting the needs of people in the
environment. Identify two pieces of technology used in this environment (before
1800 and after 1950). Compare the purpose for which they were designed and
identify what this tells us about the people and the physical and biological
environment. Were there any unintended consequences from using this
technology? Suggest technologies that might be seen during the visit.
• Research the impact of European settlement, dairy farming and logging on
adjacent land. How are these activities managed today on the Taieri? Visit the
websites of the Otago Regional Council and Dunedin City Council. How will
regional plans affect the future of the wetlands?
• Visit the environmental education website at Christchurch College of Education.
Use some of their activities to explore the interdependence of people and
environment. Adapt these games to a wetland environment. For example: play
“Making the Links” (Law, 2002) include such topics as; recreational use, dairy
farm conversions, agricultural run-off, promoting tourism, endemic species,
climate change, logging, riparian revegetation, flooding, establishing aquaculture,
etc.
• Find a map or aerial photograph that shows the entire catchment area of the
Taieri River. Locate the Sinclair Wetlands and suggest how these wetlands assist
in flood control. Compare wetlands with other means of flood control used on
the Taieri. Think about how people and other species are affected by these
different methods.
• From the pre-visit activities you have studied, which aspect of the wetlands
interests you the most? Brainstorm how you will find out more about this during
your visit. What skills and equipment will you need to investigate the issue?
Consider the environmental impact of any activity you will undertake.
Post-visit
• Work in partnership with Kai Tahu on the reforestation project of Ram Island.
Arrange for your school to become kaitiaki (guardian) of one of the native bush
restoration plots or work with the nursery to grow seedlings for planting. This
would be a long-term commitment.
• Grow native tree seedlings in a small nursery at school or at home. Once seeds
have germinated, transplant them into containers until they are big enough and
strong enough to plant out. Consider the effect these trees might have on bird life
and the environment in general.
• Use tape-recorded sounds, voices and instruments to tell a story about the
environment through sound. Use sounds that evoke memories and feelings for
this place.
• Build a food web of the plants, insects, fish and birds that live in this
environment. Examine the environmental impact of changes to the food web, for
example, the loss of habitat for inaka if more wetlands are drained for farming.
• Share your knowledge and skills with others. There are many DoC super-sites in
Otago. Make contact with a school near another of these sites and share your
information about the wetlands with them. How are these sites interdependent?
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• Investigate traditional Mäori and English concepts and technology of waste
management in this environment. Compare this with today’s concepts and
technology. What are the options for the future?
• Build an inventory of Mäori technology required for mahika kai activities on this
site (Beattie, 1994). Which natural resources were required to build these and
which resources are available on this site? Where could the other resources have
come from? What does this tell you about the interdependence of sites in the
Otago region? How will you display this information?
• Using the interactive games on the website of Christchurch College of Education
(Law, 2002a) as a model, develop an interactive game that demonstrates the
interdependence of people, plants and animals within the physical environment
of the wetlands. Share this game with another class or another school.
• Take a story in Mäori, such as “Ngä Manu i runga i te räkau” (Gillies, 1984). Adapt
the story to a wetlands environment using birds seen during your visit. Use a
sentence pattern such as, “E ono ngä ... e kau ana i te häroto.” (Six ... swimming
on the pond). Use the sound recordings taken during the visit and compose a
song to accompany the text.
• Develop statements about natural and social events that might effect the wetlands
in future. Have others rate these statements on a 1 to 5 scale, giving reasons for
their answers. Use this information to develop an action-oriented activity that
takes account of the range of attitudes and values expressed.
• Different words we use evoke different feelings about the environment. Make a
list of English and/or Mäori words of the physical features of the wetlands and
adjacent habitats, such as; rivers, drains, maunga, awa, ... . Give this list to other
people and ask them to rank them in order from “most liked” to “least liked” or
“don’t know”. What does this tell you about how people value these features?
How would you run a campaign to promote the value of wetlands? What words
would you use in the campaign?
• Hold a “Hot Seat – site scenario” about a proposed industrial development based
on forestry products to be built on adjacent land. Identify all the stakeholders:
farmers, recreational hunters, forestry industry, City Council, Kai Tahu, DoC,
pükeko, fern bird, trout, ... Have each student take the position of one
stakeholder, research the effects of the proposal on that stakeholder and be
prepared to be put in the “Hot Seat” to justify and debate how the proposal will
affect them.
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ACTIVITY 1: SOUND LOGTake the opportunity to listen and record the sounds you hear in the environment.
Compare these with sounds heard at other sites or at other times.
Materials
• Sound log (on next page)
• Pencils
• Clip board
• Tape recorder
Method
2 Find a place by yourself and listen carefully.
3 Record these sounds, noting direction and distance.
4 Finish the sound log by drawing in the different habitats.
5 Use a tape recorder to record sounds in the natural environment and of people
moving in the wetlands.
SOUND LOG
Processing Questions
1. Compare the sounds of human and natural origin.
2. How did these sounds make you feel?
3. Which sounds might you have heard 200 years ago?
4. Are there changes you would make to this soundscape?
5. Why would you make these changes and how would they impact on the
environment?
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NORTH
Sound Log
Location: Date:
Recorder: Time:
Instructions:
1. Find a solitary space in the environment and sit in silence for 10 minutes.
2. Orient the sound log towards north.
3. Record any noise or sound that is heard on the graph paper with respect to its
direction, distance, source, indentity etc.
4. Identify the habitats from which each sound came and continue over page.
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ACTIVITY 2: IN THE SUPERMARKET
Today we get most of our food from the supermarket. Prior to 1800, the wetlands
were a major source of the food and resources required for daily living. For healthy
living, we are also advised to exercise regularly and select foods from the
appropriate food groups on the food pyramid.
Materials:
• Food pyramid
• List of edible plants in a wetland environment
• List of species important to Kai Tahu
• Pens
• Paper
Method:
1. Identify all the edible species found in the wetlands environment.
2. Place each species within one of the food groups on the food pyramid.
3. Estimate how many people each food source could support and rank them in
order.
Process Questions:
1. Compare your findings about the quantity of food in each food group against that
of a typical grocery list from a visit to the supermarket. How do they compare?
Where are the gaps in the data?
2. What do your findings tell you about the comparative lifestyles based on these
different resources?
3. Compare the impact of seasonal changes on the availability of food and the
technologies used to preserve food. How long would it take for stocks to be
replenished?
4. Identify key species from the wetlands that are sold commercially and compare
these with the species found on adjacent farmland. Are there any issues for the
future of aquaculture or agriculture based on the wild species of the wetland
environment? If so, how would such decisions impact on biodiversity, habitat and
sustainability?
5. Research the topic of rongoä Mäori based on the species found in the wetlands
environment. Compare these with the items found at the supermarket.
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ACTIVITY 3: NAVIGATION AND ORAL MAPS
How do people find their way around their environment? Today we use maps,
charts, satellite photographs and sign posts. Traditionally, Mäori used oral maps,
stories and landmarks to find their way around. For example, the story of the Saddle
Hill Taniwha not only explains important physical features of the environment; it
also explains their relative position to each other. By listening to the story, people
can form a mind-map of the environment.
Materials:
• The story of the Saddle Hill Taniwha.
• Camera (digital)
• Pencil
• Paper
• Binoculars
Method:
1. Take the students to a vantage point on Ram Island where they can see to the
horizon.
Read them the story and have them identify the physical features mentioned in the
story.
Have students identify other significant landmarks not mentioned in the story.
In pairs, students write instructions about how to move about in the wetlands, using
landmarks they identify.
Swap instructions and have another group identify the intended destination.
Take a 360º series of photographs of the environment from this position for use in
follow-up activities.
Process Questions and Activities:
2. Compare the relative merits of oral and printed maps. Which are more satisfying,
more accurate?
3. Investigate other traditional methods of navigation used by Mäori. Use fish marks
technology to develop a navigation course around a local environment. (Best,
p.6). Use a pair of photographs taken at each point to identify the spot and
replicate the fish marks technology.
4. Compare the accuracy of GPS and fish marks technology.
5. Write an oral map using the photographic panorama taken during the visit.
Include landmarks not mentioned in the story of the Saddle Hill Taniwha.
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ACTIVITY 4: HOW WETLANDS WORK
Wetlands: a swamp, a marsh, land that is waterlogged. Waterlogged land is not
much good for farming nor for playing sport on yet wetlands are a natural feature of
wild rivers. Today many rivers have lost their wetlands and been turned into large
drains or channels. How do wetlands work?
Materials to bring with you:
• 4 small containers
• 1 kitchen sieve
• 2 kitchen sponges
• pencil and paper to record results
• 1 small bucket on a length of rope
Method:
1. In two tins combine fresh water with a teaspoon of soil.
2. Use the bucket to get dark water from the wetlands.
3. Pour one tin of the water/soil mixture through the sieve, catching it in one of
the empty tins. Set this aside.
4. Repeat this with the other water/soil mixture but first place a kitchen sponge
in the bottom of the sieve.
5. Finally repeat this with the same amount of dark water.
6. You now have three tins with the water that passed through the sieve, (i)
water/soil mix, no sponge, (ii) water/soil mix, with sponge, (iii) dark water,
with sponge.
7. Record results on the colour of the water, the amount of water and the rate at
which it passed through the sieve.
Process Questions:
8. From your results discuss how wetlands work. What do they do to the speed of
the river, to the silt in the water?
9. How does the structure of plants like sphagnum moss help this process? Think
about the root systems, stems, etc.
10. The Ngäi Tahu Claims Settlement Act states that, “The Sinclair wetlands were
once much larger in water area and deeper than at present, connected by a
labyrinth of waterways and having a gravel bed which has now been overlaid
by silt and mud.” Explain what happened to Lake Tatawai and how the
conversion to farming on other parts of the Taieri could modify these
wetlands?
11. What effect would a change from a gravel bed to a muddy bottom have on the
food web of the wetlands?
12. Explain the difference between silt-laden and dark water.
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NATURE AWARENESS TREASURE HUNT
Materials:
• Instruction card
• Pen or pencil
• Paper
• Hand lens (optional)
Method:
1. Students work in pairs to find and record the items listed on the cards. DO NOT
COLLECT SAMPLES
2. After a period of time, ask students to report what they have found.
ACTIVITY 5:
Nature Awareness Scavenger Hunt
Find evidence of the items below and explain the reason for their special
feature (e.g., something that protects bird life – fences to separate people and
birds.)
• Something that grows in water.
• Something that lives on this plant.
• Something with long, narrow leaves.
• Something people have used.
• Something people have done in the environment
• Something that tells people to be careful
• Something being done to improve the environment
• Something that protects bird life
• Something of special interest
• Something that is a sign of Täwhirimatea (God of Winds)
• Something that feels smooth
* Something symmetrical
REMEMBER the Environmental Care Code.
✓ Stay on the tracks
✓ Treat plants and animals with respect
✓ Enjoy the environment
Process Questions:
3. What do these things tell us about how people think and act in the environment?
4. Brainstorm descriptive words about these objects that relate to all our senses.
How could you use these words in a brochure to encourage people to visit the
wetlands?
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ACTIVITY 6: BIRD COUNTS
Birds adapt to their environment through changes in their physical characteristics
and to a lesser extent their behaviour. The Sinclair wetlands have three distinct
habitat types. Can you find physical characteristics and behavioural differences
between the birds living in these three distinct habitats?
Materials:
• Picture cards of birds found at Sinclair Wetlands
• Pencil
• Paper
• Binoculars
Method:
1. Find a vantage point in the wetlands.
2. Identify the three distinct habitats.
3. Rank the picture cards in order of bird size from the smallest to largest. Write
the ordinal number on the back.
4. Divide the class into groups. Give each group several bird cards chosen at
random from the full set.
5. Observe the birds then sort the cards in the three habitat areas. (If you cannot
see any bird, leave the card aside.)
6. Note the behaviour of the birds in each habitat – how they move, the types of
movement, whether they are in groups, by themselves, ...
7. Estimate the numbers of each species seem during the visit to the Wetlands.
Process questions:
8. What patterns can you see in the physical characteristics and/or behaviour?
9. What patterns can you see in relation to size, beak shape, leg length, wings,
etc?
10. What patterns can you see in relation to native and introduced species?
11. What reasons can you give for these patterns.
12. Are there any tiny birds on the ponds? If not why not?
13. Identify patterns between the size and structure of these birds and the food
they eat and the habitat they live in.
14. Compare the energy level available in the food—seeds, leaves, insects .... Are
there any patterns here?
15. Rank the cards in terms of the estimated number of each species you see. Can
you see any pattern in your data?
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ACTIVITY 7: GLOBAL THREATS, LOCAL ENVIRONMENTS
Factors that affect the global environment also impact on local environments. For
example, species extinction is taking place at a global level due to factors such as:
• Introduction of exotic species – which pose a threat to native species.
• Destruction of habitat – turning wild places into monocultural environments or
deserts.
• Over harvesting – Humans are switching predators, able to change their diet.
People currently harvest 50% of the annual plant growth on Earth.
• Islandisation – impoverishment of habitat – the smaller the habitat, the more
vulnerable the biodiversity.
• Pollution – especially CO2 and greenhouse gases.
Materials:
• Pens
• Worksheets
• Camera
Method:
1. Prior to the visit, make worksheets listing global factors that might impact on
the wetlands environment.
2. During the visit, find as many examples as possible under each of the headings
and identify what steps, if any, are being taken to limit or reverse the impact.
3. Identify any other headings that have been overlooked but are relevant to this
site. List examples of their effects and the strategies, if any, being used to
address them.
4. Use a camera to record examples of these global patterns in the local
environment.
Process Questions:
Prepare a report of findings then:
5. Compare how many of these global patterns are a direct result of human
intervention rather than natural processes.
6. Compare the possible impact of conservation strategies with the strategies of
rähuitanga and kaitiakitanga.
7. What would happen if human intervention stopped?
8. How do you feel about these issues?
9. What values and behaviours underpin these feelings?
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ACTIVITY 8: SELECTING A SITE
If plants and animals adapt to their environment by changing their physical
characteristics and to a lesser extent their behaviour how do people adapt?
If you had to live in this environment and only use the natural resources found here,
where would you choose to live? What materials would you use to build your
shelter?
Think about where the sun is; where the prevailing winds come from; whether or
not you need a defensive position, how many people there are, etc.
What other things do you need to take into consideration?
Traditional settlements are often wähi tapu-restricted areas. It is not appropriate
to take food onto such sites. What other tikanga should be observed? How will
this influence your planning to visit the Sinclair Wetlands?
Materials:
• Map of the wetlands
• Pencil and paper
Method:
1. Divide the class into groups. Each group will decide on a suitable site to build
their settlement.
2. Explore the wetlands together, visiting a range of possible sites.
3. Stand quietly at each location and use all of your senses to get the feel of each
place. Take particular notice of any micro-climate. Write a couple of keywords
about how you feel at each location.
4. Return to the Education Centre and in groups choose a site, plan the layout of the
settlement and design of houses giving reasons for decisions.
5. Draw a plan or make a model of the settlement.
6. Share results.
Extension Activity:
7. Where were the traditional Mäori and Päkehä settlements in and around the
wetlands?
8. How do these choices compare with your own? What are the advantages and
disadvantages?
9. Look at the design of the traditional whare rau (Dacker, 1990, p.21). How do your
designs compare?
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RESOURCES AND REFERENCES
In planning your site visit, the following resources and web sites may be of interest:
Attenbourgh, D. (2001). The State of Our Planet, BBC. 2001.
Beattie, J. H. (1994). Traditional Lifeways of the Southern Maori. Dunedin,
University of Otago Press.
Best, E, (1986). Fishing Methods and Devices of the Maori. Wellington,
Government Printer.
Bray, S., G. Thomas, et al. (n.d.). Under the Eve of the Saddle Hill Taniwha.
Dunedin.
Buxton, R. New Zealand Wetlands: A Management Guide. DOC/Environment
Council.
Crowe, A. (1992) Which Native Tree? (Simple Guide to NZ Native Trees), Penguin
Books.
Cowley, J. (1994). Pükeko i te Ata. Wellington, Ministry of Education.
Dacker, B. (1990). The People of the Place: Mahika Kai. NZ 1990 Commission.
Everitt, H. (1983). Ruku. Wellington, Learning Media.
Gillies, B. (1984). Nga Manu i Runga i te Räkau. Wellington, Learning Media.
Goodall, M. and Griffiths, G. (1980). Maori Dunedin. Dunedin, Otago Heritage
Books.
Grace, D, (1990), He Räkau Rangatira. Palmerston North, The New Zealand
Natural Heritage Foundation.
Graham, P. (1995). Maori Nature Traditions – Children of Earth and Sky.
Auckland, The Bush Press of New Zealand.
Heather, B. and H. Robertson. (1996). The Field Guide To The Birds of New
Zealand, Viking.
Huria, G. (1996). Te Waka Huruhurumanu. Christchurch, Ngäi Tahu Development
Corporation.
Johnson, Peter and Pat Brooke. (1989) Wetland Plants In New Zealand. DSIR
Publishing.
Kaa, O. (1992). Kua Hikina te Rähui. Wellington, Learning Media.
Kaa, O. (1997). I te Ngahere. Wellington, Learning Media.
Kai Tahu ki Otago (n.d.). Kai Tahu ki Otago Natural Resource Management Plan.
Dunedin, Kai Tahu Rünanga ki Otago.
Law, Barry (2002a). Making the Links, Christchurch College of Education.
http://www.cce.ac.nz/enved/.
Law, Barry (2002b). Possum Picnic, Christchurch College of Education.
http://www.cce.ac.nz/enved/.
Mahuika, K. (1986). Kei Roto i te Moana. Wellington, Learning Media.
Mahuika, K. (1990). Kei Raro i te Räkau. Wellington, Learning Media.
McDowall, R. M. (1978) New Zealand Freshwater Fishes: A Natural History and
Guide. Heinemann Reed, MAF.
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Melbourne, H. and M. Gardiner (n.d.). Te Wao Nui a Tane. Wellington, Huia
Publishers.
Ministry of Education (1999). Guidelines for Environmental Education in New
Zealand Schools. Wellington, Learning Media Limited.
Porteous, Tim. (1993) Native Forest Restoration: A Practical Guide for Land
Owners. QEII National Trust.
Tangaere, J. (1986). Nga Kai Moana. Wellington, Learning Media.
Whakataka-Brightwell, M. (1994). Waka. Wellington, Ministry of Education.
Video
Wild South documentary (approx. 20min), Te Nohoaka o Tukiauau (The Sinclair
Wetlands). Available for viewing at the Wetlands, or on loan from DOC in Dunedin,
(03) 477 0677.
Web sites
www.eednz.org.nz
A comprehensive directory of environmental education resources available on-line.
Highly recommended
www.doc.govt.nz
Gives a broad range of information on the Department of Conservation and offers
excellent links to specific information on many species of birds, animals, plants,
insects and pests. Also has on-line access to resource kits for schools.
http://www.earthday.net/footprint.stm
Earthday Network (2002). Ecological Footprint Quiz, Redefining Progress,
www.nzbirds.com
A great site for identifying New Zealand birds with easy index to use and great
pictures.
www.greenpages.org.nz
A link with a directory of conservation organisations in New Zealand.
www.forest-bird.org.nz
The Forest and Bird Protection Society is New Zealand’s largest non-government
conservation group.
www.nzaee.org.nz
The New Zealand Association for Environmental Education has a comprehensive
directory of sources of information available on-line.
http://www.niwa.cri.nz/rc/freshwater/fishatlas/key.htm
Atlas of New Zealand freshwater fish compiled by the National Institute of Water
and Atmospheric Research (Niwa) has a guide to identifying fish by their
appearance or name.
http://www.ew.govt.nz/ourenvironment/water/wetlands/plantsandanimals/
fishaccess.htm
This Environment Waikato site deals with native fish access between the sea and the
wetlands where they spawn.
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RESOURCE EVALUATION FORM
This education resource is designed to help you plan exciting learning experiences
using parks and reserves administered by DOC in your area. Is it useful? How can
we improve it? Please let us know!
• How did you find out about this resource?
• Was there enough information provided about the site? Yes No
• If not, what else would you like included?
• What was the level of the class that used the resources? (Circle the answer)
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• Did you find the suggested activities relevant to the Yes No
curriculum?
If not, how could we improve them?
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Comment:
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or the site? YES/NO
Comment:
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• Has using this resource helped raise your awareness of the environment in your
region?
• Are you aware of any change in your students’ attitudes or behaviour towards the
environment/environmental issues since using this resource?
Comment:
• Was this your first class visit to a Department of Yes No
Conservation site?
• Are you planning any more visits to this or other Yes No
conservation sites?
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* Have you any other comments about how we could improve this resource?
Please post the completed form to:
Steve Broni
Department of Conservation
P O Box 5244
Dunedin
Thank you!