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Maanaki Whenua Maanaki Tangata Haere Whakamua Care for the land Care for people Go forward.

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Presentation on theme: "Maanaki Whenua Maanaki Tangata Haere Whakamua Care for the land Care for people Go forward."— Presentation transcript:

1 Maanaki Whenua Maanaki Tangata Haere Whakamua Care for the land Care for people Go forward

2 Big Question: How can we grow food sustainably ?

3 Head = Thinking What do you want to know about or get from this day? Heart = Feeling How do you feel about Environmental education/education for sustainability? Hand = Action What are you looking to take out of today that you will take action on?

4 Today we will …. Experiential activities help us to make connections Pedagogies of teaching and learning reflect on these Soil Science activities to build our knowledge Reflection tools to empower our thinking Issues based inquiry the methodology

5 Big Question: How can we grow food sustainably ? So what are the issues your class may be wanting to address in their school context ?

6 New Zealand has a clean green and healthy environment. New Zealanders look after their environment Students can understand issues relating to the environment. I feel confident about leading my syndicate/school/centre in E4S issues based inquiry.

7 Tuning in Activities What is natural What do you know about our planet Earthwheels Earth as an Apple An Earth time capsule Dinosaurs and all that rubbish Maori perspectives – Timatatanga – In the beginning Concept maps

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9 In each segment the students draw or write the responses to the following:

10 Dinosaurs and all that rubbish by Michael Foreman

11 Maori Perspectives Kaitiakitanga -the practice of looking after the spiritual and physical well being of people, places or things Whanaungatanga - Interrelatedness of people and all of nature Whakapapa - geneology – which all leads back to the same beginning Mauri - life force – everything has one because of whakapapa – it is the uniting of the spiritual and physical. If it becomes degraded in any way – it loses its mauri – and therefore energy to give. Tane – Hineahuone – Creation of people Tu matuenga – Kaitiaki of people

12 In the Beginning by Peter Gossage

13 Earth Concept Maps Use the following words Sun Survival Plants Animals Soil Water Human beings Pollution Air

14 Education for sustainability uses a variety of pedagogies. Experiential learning Co-operative learning Blooms taxonomy Multiple intelligences Student centered learning Teacher role modeling Affective - aware Environmental Education Guidelines Action competence

15 An Enviroschool is a Integrating Environmental Education healthy, peaceful and sustainable environment Process Key Areas: Place / Wahi Practices / Tikanga People / Tangata Programmes / Ako Sustainable Communities Empowered Students Learning for Sustainability Diversity of People and Culture Maori Perspectives We should meet the needs of the present generation without harming the ability of future generations to meet their needs. Enviroschool Principles Dimensions InAbout For the environment Concepts Sustainability Biodiversity Interdependence Personal and social responsibility Education for Sustainability Action Competence Knowledge Connectedness Visions Action taking Reflection Experience

16 Action Competency Ability to act with reference to the environment. Experience Reflection Knowledge Visions for a sustainable future Action taking for sustainability Connectedness www. competence (Good summary) sector/investigating-relationship-between-whole-school (More detail) sector/investigating-relationship-between-whole-school

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18 Education for Sustainability Key Points 1. Do – what you are doing already well – eg. Co- operative learning – blooms taxonomy – thinking hats etc. 2. Pick an issue - that the students have identified so they can be emotionally involved. 3. Students need to know that they can and will affect outcomes. 4. Make sure learning has the 3 components - In / about / for – Environmental Education Guidelines 5. Choose at least 1 EE concept you want the students to walk away with. Eg. Biodiversity

19 6. Vision for a sustainable future – whether big or small … or both ! 7. Take Action … based on the students understanding of the issues – their solutions and designs. 8. But do scaffold heavily the action taking – using your community – drawing them in too. 9. Reflect with students at all stages of the process. 10. A we can make things better belief – we are empowered therefore we can be the kaitiaki that we need to be – to preserve, conserve and ensure the longstanding survival of us and this planet. 11. Time is required to support students through the process as a teacher and facilitator.

20 Ideal Scenario – Ed for Sustainability – 2-4 term

21 Inquiry Headings – Kath Murdoch Tuning in Finding out Sorting out Going further Making conclusions / Taking action Reflection / Making connections

22 Karakia to the kai. Kua horahia te kai Nä ngä atua i homai Papatuanuku Tane Mahuta Haumiatiketike Rongomatane Tangaroa - Kia ora This food has been laid out before us Given to us by the atua Tane god of forest Haumia god of cultivated kai Rongo god of kumara and peace Tangaroa god of the sea - Thank you all

23 Science Activities Intro - Activity 1 - What is soil ? Postbox (Do 4 of 6 activities) 8 mins Activity 2- What is in a soil ? Jam jar experiment - shaking Activity 3 – Which soil holds water the best ? Activity 4 – How rocks become part of the soil ? Activity 5 – Living and non living parts of the soil. (Soil desert) Activity 6 – Soil is made up of different sized particles. (Soup mix separation) Activity 7 – Why are similar soils different. (compaction vs friable) Conclusion - Activity 8 – Report on the science learned / how you would adapt / what order might you do these in.

24 Sorting Out Activity Idea - Cut up the paragraphs and order them in any way you like ! Talk about why ….

25 Key Principals of Organic Gardening Location and garden design Natural fertiliser Companion planting Mulching and water conservation Get stuck in!!

26 Fishbone Reflection Why did you come ? Where will this learning be most useful ? Who will you share it with ? What was the most useful part of the learning ? When will you start implementing some of what you have learned ? How will this change what you do ?

27 The Lorax by Dr Seuss Unless …. Someone like you cares a whole awful lot, nothing is going to get better. Its not. So …. Catch !

28 Whakatauki Toi tu te marae o Tane Toi tu te marae o Tangaroa Toi tu te iwi If the marae of Tane (deity of the forests) survives If the marae of Tangaroa (deity of the sea) survives The people live


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