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

Big Question: How can we grow food sustainably ?

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Head

= Thinking What do you want to know about or get from this day?

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Heart

= Feeling How do you feel about Environmental education/education for sustainability?

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Hand

= Action What are you looking to take out of today that you will take action on?

Today we will ….

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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 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.

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

nature Interrelatedness of people and all of

Whakapapa

beginning 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 Tu matuenga

– Creation of people – 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 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.”

Process Integrating Environmental Education Dimensions

In About For the environment

Concepts

Sustainability Biodiversity Interdependence Personal and social responsibility

Key Areas:

Education for Sustainability Action Competence Knowledge Connectedness Visions Action taking Reflection Experience

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. http://efs.tki.org.nz/EfS-in-the-curriculum/Taking-action/Action competence (Good summary) http://www.tlri.org.nz/tlri-research/research-completed/school sector/investigating-relationship-between-whole-school (More detail)

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Education for Sustainability Key Points

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 outcomes.

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

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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.

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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.

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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 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

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.

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 !

Whakatauki

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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