Biodiversity in the Pekapeka Wetlands

• Biodiversity

• Sustainability

• Ecosystems

• Kaitiakitanga (environmental)

• Resilience and regeneration

• Respect for all life (environmental)

Choose a Hawke’s Bay wetland to undertake this activity such as Pekapeka Regional Park, Waitangi Regional Park or Ahuriri Estuary. For the purposes of this resource, we will focus on the Pekapeka Regional Park and wetlands.

Actions:

• Require a synopsis of the local biophysical environment and the absence or presence of biodiversity.
• How has this area been impacted by humans (positively or negatively)? Examples of human impact could include riparian planting, native planting scheme, plastic pollution, waste minimisation, or impact of local activities such as viticulture, agriculture, forestry, aquaculture on a biophysical environment.
• Visit the area and engage as a citizen scientist, collecting data and explaining results of research.
• Explain the consequences of human activity on a sustainable future. 

Pekapeka Wetlands Hikoi

Duration: Approximately 2-3 hours

Description: Students are encouraged to learn about Pekapeka Wetlands prior to their visit through these online resources (link down to resources) and by connecting to local authorities that manage the area. Their research will help them to understand the history of the area, biophysical features of this landscape, and how much or little biodiversity is present here.

In class, explore questions relating to the topic such as:

• How has this area been impacted by humans?
• Why has this area been chosen for a restoration project?
• How can I learn more from this landscape (i.e. observation, collecting data on water, soil, plants, wildlife)?
• How will this area look in the future? Will it be sustainable as a wetland and an area of biodiversity? Why or why not?

Once the topic has been explored and the students have researched the area, they can embark on a hikoi that presents more learning opportunities, carrying out research that will help them think critically about the area and its future.

Hikoi programme:

• Arrive at the wetlands. Provide time to look around the area and take photos
• Give a brief introductory talk about the wetlands, how humans have impacted the area, and any current conservation efforts (details can be sourced through HBRC). Discuss what to observe and how students will act as citizen scientists within the wetlands.
• Go on your hīkoi. As you walk, students will take notes about the various native birds and plants they see.
• Possible citizen scientist activities could include a bird count, water testing, or soil testing.
• At the end of the session, allow for a question and answer session and reflection.

Connect with us at HBRC for support with activities at enviro@hbrc.govt.nz

Key learning outcomes for students:

• Understand the characteristics of a biophysical environment.

• Explain human impacts in a biophysical environment.

• Explain the consequences of human impacts on biodiversity and a sustainable future.

Tips for teaching and learning:

• Gathering data is important to use as evidence. Students can connect with HBRC for support and expert advice.

• Describing the biophysical environment is required.

• Link the impacts to the ideas of a sustainable future, weaving concepts of manaakitanga and kaitiakitanga throughout.

• Impacts can be negative or positive.

Thinking
Students will use creative, critical, and metacognitive processes to make sense of information around biodiversity, challenge perceptions, and understand the consequences of human activity on a sustainable future. 

Using language, symbols, and text
Students will use oral, written, and visual text to understand information about the environment and communicate impacts and consequences.

Managing self
Students will be encouraged to manage themselves independently, establish personal goals, make plans, manage projects, and set high standards.

Relating to others
Students will be expected to interact effectively with a diverse range of people in a variety of contexts in order to gather appropriate data and comprehensively understand the biophysical environment.

Participating and contributing
Students will be actively involved in communities through making connections with others to gather appropriate data from local agencies. 

Explain how human activity in a biophysical environment has consequences for a sustainable future (4 credits; Internal).

AS90811 EFS2.2 Explain how human activity in a biophysical environment has consequences for a sustainable future

Other subject achievement standards with learning synergies:

• AS91158 Biology 2.6  Investigate a pattern in an ecological community, with supervision.

• AS91153 Biology 2.1 Carry out a practical investigation in a biological context, with guidance

• AS91240 Geography 2.1  Demonstrate geographic understanding of a large natural environment. AS91298 Agriculture and Horticulture 2.6 - Report on the environmental impact of the production of a locally produced primary product

PDF resource sheets:

• Birds
• Culture and History
• Fish and Invertebrates
• Pekapeka Wetlands
• Water
• Wetlands
• Pekapeka Swamp: A Story of Survival by Garth Eyles.
  Class sets are available to borrow, contact enviro@hbrc.govt.nz 

AS 90811 EFS2.2 teaching resources:

• Pekapeka Wetlands EFS 2.2 Internal Assessment Resource
• Standard 90811 (nzqa.govt.nz)
• AS 90811 annotated exemplars (nzqa)
  

More online wetlands resources:

• Hawkes Bay Regional Council Wetlands page
• Value Wetlands: National Wetland Trust of New Zealand
• Wetlands: Science Learning Hub
• Waikato Sustainability Education Guide (Waikato Regional Council)
• Hawke's Bay State of the Environment 2018-2021 report