Likert Scale Statements

Maanaki Whenua
Maanaki Tangata
Haere Whakamua
Care for the land
Care for people
Go forward
Big Question: How can we grow food sustainably ?
• 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?
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
Big Question: How can we grow food sustainably ?
So what are the issues your class may be wanting to
address in their school context ?
•New Zealand has a clean green and healthy
•New Zealanders look after their environment
•Students can understand issues relating to the
•I feel confident about leading my
syndicate/school/centre in E4S issues based
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
In each segment the students draw or write the responses to the following:
Dinosaurs and all that rubbish
by Michael Foreman
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
 Whakapapa - geneology – which all leads back to the same
 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 it’s mauri – and
therefore energy to give.
 Tane – Hineahuone – Creation of people
 Tu matuenga – Kaitiaki of people
In the Beginning by Peter Gossage
Earth Concept Maps
 Use the following words
 Sun
 Survival
 Plants
 Animals
 Soil
 Water
 Human beings
 Pollution
 Air
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
An Enviroschool is a
healthy, peaceful and sustainable environment
Enviroschool Principles
• Sustainable Communities
• Empowered Students
• Learning for
• Diversity of People and
• Maori Perspectives
Environmental Education
In About
the environment
Personal and social
Key Areas:
“We should meet the needs of
the present generation without
harming the ability of future
generations to meet their needs.”
Education for Sustainability
Action Competence
Action taking
Place / Wahi
Practices / Tikanga
People / Tangata
Programmes / Ako
Action Competency
Ability to act with reference to the environment.
 Experience
 Reflection
 Knowledge
 Visions
for a sustainable future
 Action taking for sustainability
 Connectedness
www. (Good summary) (More detail)
Education for Sustainability
Key Points
1. Do – what you are doing already well – eg. Co-
operative learning – blooms taxonomy – thinking
hats etc.
Pick an issue - that the students have identified so
they can be emotionally involved.
Students need to know that they can and will affect
Make sure learning has the 3 components - In /
about / for – Environmental Education Guidelines
Choose at least 1 EE concept you want the
students to walk away with. Eg. Biodiversity
6. Vision for a sustainable future – whether big or small
… or both !
Take Action … based on the students understanding of
the issues – their solutions and designs.
But do scaffold heavily the action taking – using your
community – drawing them in too.
Reflect with students at all stages of the process.
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.
Time is required to support students through the
process as a teacher and facilitator.
Ideal Scenario – Ed for Sustainability – 2-4 term
Inquiry Headings – Kath Murdoch
 Tuning in
 Finding out
 Sorting out
 Going further
 Making conclusions / Taking action
 Reflection / Making connections
Karakia to the kai.
Kua horahia te kai
Nä ngä atua i homai
Tane Mahuta
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
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
Conclusion - Activity 8 – Report on the science learned / how
you would adapt / what order might you do these in.
Sorting Out Activity Idea Cut up the paragraphs and order them in any way
you like ! Talk about why ….
Key Principals of Organic Gardening
 Location and garden design
 Natural fertiliser
 Companion planting
 Mulching and water conservation
 Get stuck in!!
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 ?
The Lorax by Dr Seuss
Unless ….
Someone like you
cares a whole awful lot,
nothing is going to get better.
It’s not.
So ….
Catch !
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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