raetea post visit activities - department of conservation · below are some ideas for post-visit...

38Raetea Forest An Education Resource for Schools Te Kura Matauranga

Post VisitBelow are some ideas for post-visit activities. On thefollowing pages are ideas for classroom activitiesincluding worksheets for the students in te reoMaori and English.

• Make a forest display along a wall of the classroom with teams working on treetrunks and foliage, shrubs, lianes and epiphytes. Add pictures or models ofbirds. Make silhouettes of birds in flight to adorn the ceiling.

• Have students design a billboard to encourage people not to dump rubbish.Write five statements why people should look after the Reserve.

• Find out about the use of plants as rongoa or traditional medicines. Ask yourlocal kaumätua or check books in the library. Try some tea made fromkawakawa leaves.

• Choose a picture of a bird such as the ruru (morepork) and identify its specialfeatures for example, nocturnal eyes with a third eyelid, grasping clawed toes,acute hearing, soft feather tips. Add labels for these adaptations (features) andsay how each helps the bird survive.

• Make a ‘wanted’ poster for an introduced mammal pest. Describe the damagethat the pest is doing and suggest an ecological reward for its elimination.

• Calculate the weight of forest that possums destroy in New Zealand. There areabout 70 million of them and each can eat between 800 g and 1 kg per night.Work this out per night and per year. Then consider the effects on theirfavourite food species and on the other native plant eaters.

• Make a poster about ‘Native Fish: The Well-kept Secret of our Streams andSwamps’. Add eels, mudfish and bullies. Find out why they become rare whenstreams are polluted, dammed and stripped of surrounding trees.

• Draw plants and animals that make a food chain and/or cut them out. Arrangethem into a food chain or, for more advanced students, build up a food web.

• Write a report about the life of a cat that is dumped next to the park boundary.What species would it eat? What would happen to it if it got sick? What wouldhappen if rangers saw it?

• Find out about three weeds that have established in the reserve you visited.Why are they weeds? How were they brought to New Zealand?

• Produce cards describing the aims of interest groups involved with theReserve - for example local iwi, neighbouring farmer, possum hunter, touristcompany, Forest and Bird Protection Society. Distribute the cards and conduct adebate on what should go in the management plan for the Reserve.

Ruru (morepork)


• Recreate the debate in Parliament about theConservation Act that set up the Department ofConservation in 1987. Have speakers for andagainst - including some who would like more ofNew Zealand’s land and sea to be protected. Whatwould be the advantages and disadvantages of eachargument?

• Discuss the difficulties local people have, in placeslike the valley leading to Mt. Everest in Nepal, withall the litter left there by tourists. Sir EdmundHillary went back to Everest several times to givesomething back to the environment where heachieved fame. A New Zealand school made aspecial trip to Nepal that included carting out someof the rubbish. What can you do for yourenvironment?

Tui


Raetea ForestAn Education Resource for SchoolsTe Kura Matauranga

Nga Toanga tuku Iho(forest resources)Ngahere (forests) are home to many naturalresources. Unfortunately, actions of humans havecaused considerable changes to our bush.

A resource is something people use to satisfy their needs or wants. There are fourmain types of resources:

1. Natural - exist on their own as part of nature for example, sunlight, nativeforests and wildlife.

2. Cultural - exist due to being made by humans, for example, cars, tools andcomputers.

3. Renewable - if these resources are managed correctly they can be used overand over again for example, air, water and soil.

4. Non-renewable - these are resource that can only be used once for example,coal, oil, and firewood.

In the past Maori lived off the natural resources of Aotearoa. Maori understood aresource as gifts from the earth mother – taonga tuku iho - these gifts gave themfood, warmth and well-being. They believed that if these gifts were not honouredand respected these gifts would be no more.

Raetea Forest is home to many resources. List some of the resources that arefound in Raetea and suggest how the resources may have been used in the past.

Consider both Maori and Pakeha views and complete the tables below. Can you seethe difference of resources that we use today to that of 100 years ago?

ACTIVITY 14

Toanga Tuku Iho (Resource) Use in the past? Use today?

Manu (bird) Kai (food) and . . . .

Rakau (timber) totara Waka (canoe) and . . . .

Hua (berries) miro Kai (food) and . . . .

Kohatu (rocks) stone Taonga (ornaments) and . . . .

Tipu (plants) Kai (food) and . . . .


Can the students answer the following questionsas tika (true) or kahore (false) about resources?

1. A resource is something people use Tika/Kahore

2. People use resources to meet their needs and wants Tika/Kahore

3. Water is a natural resource Tika/Kahore

4. A car is a natural resource Tika/Kahore

5. Maori used some resources Tika/Kahore

6. Resources were important to Maori Tika/Kahore

Have a group discussion about how you can manage the resources in Raetea.Record your notes and create a management plan. You can draw pictures toexpress your views and record them into two sections. Remember the key outcomeis to have protection and preservation for future generations of all taonga tuku iho.

Negative Positive


ACTIVITY 15


What is a plant? – Tupu (te rakau)A plant is a living thing. This means that plants reproduce, grow and feed. Plantslive on water, air, and sunlight. Plants are broken into two main groups, floweringand non-flowering.

Flowering plants - putiputi - most of the plants around us are flowering plants.Flowering plants have roots, stems, leaves, flowers and fruits.

Non-flowering plants - these do not have flowers and include plants like algae,ferns, fungi and mosses.

FungiPlants that can produce their own food and are called autotrophs.

It shall grow from one shoot,it is indeed a gift from Tane

Scarlet Mistletoe

Scarlet Mistletoe

Fungi



Structure of flowering plants

Learn new words - find out themeaning of the words in green.

Leaves - Rau - make all the food for a plant. Theydo this by changing light, water and gases intofood. This process is called photosynthesis.

Stems and branches - Kaupeka - hold up theleaves and space the leaves out. This helps the plantto get the light it needs.

Roots- Pakiaka - help fix the plant to the soil or toother plants. Roots take in water and nutrients.

Flowers - Putiputi - contain the male and femaleparts of the plants. Successful pollination of theflower can result in the production of fruit andseeds.

Seeds - Kakano - Seeds germinate and a newplant starts to grow. Seeds canbe scattered over a wide area bybirds, bees and the wind orsimply fall to the ground.

PutiputiAtaahua -Beautiful

flower

A sprouting mistletoe seed



EXERCISE 1 Mahi Tuatahi

Complete the sentences - i roto i te reo Maori

Rakau1. Ko Tane te kaitiaki ……… o nga ngahere o Aotearoa

Kaupeka2. I runga i te ………….. rakau nga manu

Putiputi3. Kei reira nga ……….,… e whanga ana kia katohia

Rau4. He ………. Rau ponga te tohu o te tima netiporo me te tima whutuporo o Aotearoa.

Pakiaka - Piakaaka5. He tino ……………. Nga aka o nga rakau teitei

6. Ko etahi rakau e whai ……………… tuakaaka ana.

EXERCISE 2 Mahi Tuarua

Match the words - te reo Maori and English

Plant Kakano

Flower Pakiaka

Seeds Putiputi

Tree Kuapeka

Branch Rakau

Root Tupu


ACTIVITY 16


What is a bird?A bird is commonly described as atwo-legged creature that has a beak,feathers and wings and can usuallyfly. Birds have a number of characteristics that weidentify them by:• Beaks and bills - used for feeding. Birds have no

teeth.

• Wings - the size and shape determines how well abird flies. Birds have a strong heart and an efficientbreathing system - these are necessary for birds to fly.

• Feathers –have five main functions: flight, warmth,waterproofing, courtship and camouflage.

• Eggs - the key to reproduction. They vary in size andshape.

• Legs and feet - come in a variety of forms. Used forwalking, running, taking off, landing, hunting,burrowing, swimming and hanging onto branches.

• Nests and roosts - a place for shelter and a cradle foreggs.

• Bird song - type of bird language.

• Behaviour – birds live alone, in flocks or colonies.

• Bones - strong and hollow.

• Blood – birds are warm-blooded.

• Habitat - the area in which the bird choosesto live.

On the picture, match the names below toeach part of the Manu - i roto i te reo Maori.• Ngutu - beak

• Huruhuru remu - back feathers

• Waewae - feet

• Uma - chest, bosum

Suggest how a bird uses its:• Beak

• Wings

• Feet

• Feathers

Maori and manu (birds)Maori greatly respected this amazing toanga. Theycollected and used manu for clothing, bedding, food andtools. Manu were an important resource for the traditionalway of life.

When learning the life cycle of birds - manu thewhakapapa - each species was recorded through

whaikorero and carvings. Most iwi Maori can relate tosome manu within their rohe as being the life givers andproviding essential needs for the people. A Tohunga(priest chief) of each tribe observed manu, their feeding,mating seasons and their role to the habitat in whichthey lived. Understanding this lead to rahui andrestrictions put on harvesting flocks of manu (birds).


ACTIVITY 17


The kukupa or kereru,New Zealand’s nativewood pigeonNew Zealand’s native wood pigeon (Hemiphaganovaeseelandiae) are endemic to Aotearoa. In Northlandthis manu is called kukupa. In the southern part ofAotearoa the bird is known as kereru. Using the namekereru for this manu in the Far North can lead tomisunderstandings as Maori in the Far Northassociate the name ‘kereru’ with a small black bug.

Kukupa are in deep trouble and could all butdisappear from Northland in the next 10 to 15 years.They have a vital role in the health and survival ofour forests. They alone can disperse the large seeds ofmany native trees.

Their main food sources are the berries of the puriri,miro and taraire. Their diet also often includes fruitfrom the karaka, nikau, tawa, titoki, pigeonwood,supplejack, kahikatea and many shrub species. Inspring, they sometimes feed on high protein leavesand flowers of trees like kohekohe, kowhai andhouhere.

Ka pai tenei pikitia o te Kukupa - kereru - NZ native woodpigeon

• Large size and colour - kukupa are between 51 cm to 68 cm in size varying onage. They are an iridescent greyish-green blue colour, with a pure white breast,red beak and feet.

• Flight - they have a heavy flight with pronounced whistling wingbeat. Theyhave an amazing rising and falling nuptial flights in spring.

• Voice - a subdued ‘goo’ or ‘ooh’.

• Food - eats the cycle of native berries, flower buds and leaves at certain timesof the year. Kukupa play an important part in dispersing seed from many plants,especially seeds from podocarp trees.

• Breeding - nesting can be from February to June having just a 2 month breakin one year.


• Nest - a flimsy looking nest (looks like the egg will fall through) with branchesof manuka or totara, up to 70 cm in diameter if not bigger at times.

• Eggs - one single white egg. You can often see it in the nest as it’s the size of agoose egg. Males and females incubate up to 29 to 32 days. Clutch overlap mayoccur, but this does not occur often as birds are threatened with introducedpests and stressed. It’s most common in Northland to have one clutch a year.When clutch overlap does occur the chick in the first nest is attended, while asecond egg is incubated in a new nest.

• Habitat - kukupa live in native forest areas and are widespread throughoutAotearoa. They are also seen in open country travelling along bush breaks intheir territory. Kukupa don’t travel from one side of the country to the other,they have a zoned area (territory) they prefer to live in, identifying food sourcesand living areas.

Activities i roto i te reo Maori• Learn more about kukupa in the Raetea Resource Kete.

• Use the worksheets for groups and check out the many activities.


ACTIVITY 18


Kiwi in TaitokerauHe Taonga o Tane - Learn moreabout our favourite icon. Whatwill happen to our native forestsif there are no kiwi?

Check out the Resource Kete for more informationand Kiwi Club activities.

KIWI FACTS• New Zealand has

6 varieties of kiwi:

1. Little Spotted kiwi

2. Great Spotted kiwi

3. Okarito Brown kiwi

4. North IslandBrown kiwi

5. Southern Tokoeka

6. Haast Tokoeka

• Kiwi are part of theratite family of birds.

• Kiwi cannot fly; theyare flightless.

Kiwi are the smallestflightless birds on earth

• Kiwi are thesmallest flightlessbirds on earth.

• Kiwi are largelynocturnal, (activeat night).

• Kiwi sleep in burrowsin the ground.

• Kiwi eggs are huge insize, relative to thesize of the kiwi.

• Female kiwi are biggerthan male kiwi.

• Kiwi feathers are verysoft.

• Kiwi have a reallylong bill.

• Kiwi have nostrils atthe end of their bill.

• Kiwi usually matefor life.

• Kiwi may live as longas 30 to 40 years.


ACTIVITY 19


Learn more about rakau (trees)In the Resource Kete there are activities such aspuriri trees, te reo Maori cards, stories, postersand more.

TotaraTotara is found in lowland and mountain forests in both the North andSouth Islands. It is a large tree often reaching 30 m with a trunk up to 2 min diameter. The bark is pale brown in colour and often hangs in thin,papery strips. The leaves are stiff, narrow and pointed. The leaves are 2 cmlong and have a pungent smell.

Tautara waka prow design on the figure speaks ofthe journey or mahi of this waka with who it takesand represents, carvings are like books, the designsare words.

TotaraHe Totara kei te awa o Takahue ki te awa, ki Takahue

Ko te totara heRakau tarai

waka

Totara was used medicinally:• The outer bark of totara was used to make splints.

• The smoke from burning wood was used to treatskin problems.

• A solution was made from water and inner bark oftotara. When the solution had aged for a week itwas used to treat fevers.

Other uses include housing, carving, food and waterbottles.



MiroMiro is found all over New Zealand in forests from sea level to 3,000 ft. It is alarge tree, 25 m high. The bark is greyish-brown in colour and typicallyhammer-marked and flaky in appearance.

The leaves are narrow and pointed and are set in two rows on the branches.The fruit is the size of a small plum and is bright red in colour. The fruit is afavourite food of the kukupa or kereru (native pigeon). Maori savoured the birdand the fruit.

In the past miro was used as for medicinal purposes:• Oil expressed from its drupes (fruits) was given to patients recovering from

fever and was also applied to the skin as an insecticide.

• Gum from its bark was applied to wounds and ulcers.

• A bark infusion was used for stomachache.

NOTE: the above examples are not intended for prescribing medicines orcuring afflictions. We cannot accept any responsibility for the remediesgiven as examples. Using native plants for medicinal purposes is an actionreserved for tangata whenua rongoa specialists.

Local knowledge - Ka katakata nga puriri o Taiamai‘The puriri trees at taiamai are laughing’ - symbolic of the Taiamai district aroundOhaeawai, Northland - used as a Ngapuhi phrase of welcome to visitors,expressing joy and delight.

Two hundred years ago, a grey rock in a glade in a puriri forest near Ohaeawai wasoften the resting place of a large pigeon with iridescent plumage. The chief of thetime, by the name of Kaitara, placed a rahui (restriction) on anyone molesting it,believing it to be a sacred bird.

It was named Taiamai, or ‘borne from the sea’, because it was thought to havecome inland from some distant place. It was found to possess supernatural powersand became a tribal mascot. When one day it disappeared, the name Taiamai wastransferred to the large grey volcanic boulder on which it had rested and thisbecame the name of the whole district. It was a boulder ‘bearing a curiousresemblance to a brooding pigeon, with head, beak, folded wings, and featheredruff round the neck’. Land of the big stone pigeon and groves of puriri trees, thechoice district of the North, it was said there was nothing as ‘good as the land ofthe Taiamai’ (kukupa - kereru).

(SOURCE: J Cowan, 1927, Taiamai, Auckand Star, September 17 issue andArchdeacon P. Walsh, 1913, A Debatable Land, New Zealand Herald,September 13 issue)

Miro


See what you can find outabout native treesTest your knowledgewith the questions below:

What kind of wood is kauri?1. soft2. hard

Which of the following wood is a hard wood?1. totara2. maire3. pohutakawa

Which wood is the favourite kai of the huhu?1. rimu2. totara3. kauri4. puriri

Which is the largest native tree?1. rimu2. totara3. kauri

What is the difference between the manuka and the kanuka?1. The manuka has red flowers and wood:

the kanuka has white flowers and wood2. The manuka has white flowers and wood:

The kanuka has redflowers and wood.3. Nothing




Can you find out more about carvings? Somequestions you can investigate:

• What sort of trees do you think were used fromRaetea?

• Why?

• What for?

• Find out how long trees live for?

• Are trees all the same?

• Do we have enough trees?

• What would Raetea be like if we had no trees?

• Write a planting plan for the future, how oftenwould you plant?

Pai tera to mahi (good work)

Maori and rakau (trees)Rakau is an important part of Maori history and theway in which Maori lived. We often think of woodbeing used just for making fires and houses, but inearly history Maori used rakau (trees) as a multiresource. Like most of mother earth’s resources rakauplayed an important role. A tree was not just cut forthe use as they were needed depending on thecircumstances, but were observed and harvested atcertain seasons when appropriate in accordance withlocal tikanga and traditional karakia (prayers of thanksgiving) were completed.

Common uses:• Carvings - building whare (house, pa - villages),

building structures etc.

• Identification carvings such as pou pou,tekoteko, maihi, kowhaiwhai.

• Rongoa (Maori medicine).

• Kai (food) certain roots, branches, berries andleaves can be eaten.

• Kakahau (clothing).

• Kara (colours or dyes) for garments and ta moko(tattoos).

Carving - toanga o nga rakau


ACTIVITY 20


Pekapeka – BatsPekapeka are night creatures seen only dimly at dusk.Their large wings make them look bigger than theyreally are, and as they swoop after insects, people maysometimes feel uneasy.

Just not knowing much about them leads tomisunderstandings. If we can find out the truepekapeka facts, we can help others to understandthem too.

Did you know that pekapeka:• are very clean animals and spend hours grooming

• often choose steep cliff sides and thick foresttrees as roost sites

• have crumbly droppings consisting ofinsect remains

• are not aggressive, nor will they attack peopleor pets.

There are nearly 1,000 species of pekapeka in theworld and only three species of pekapeka feed onblood!

Ask some of the locals about the pekapeka inRaetea see what sort of information and storiesyou can find out.

While observing pekapeka do not disturb them,these places are there home where they returneach morning.



Link the te reo Maori words that you have been learning with the English

Pekapeka PlantManu BatTupu AnimalsKararehe BirdMarae PeopleIwi Meeting House

Pekapeka Patai – questions about bats

Tick the correct answer (see the Resource Kete for the pekapeka book)

Question Teacher’s notesWhat kind of animal is a pekapeka? Manu (Bird) Mammal Mammal

How many native species of pekapekado we now have in Aotearoa? Two Ten Two

There were 3 species inAotearoa, but the Greatershort tailed bat becameextinct in the 1960s.

How big are pekapeka? Huge Tiny Tiny

What do pekapeka eat? Nectar and fruit Insects Both

Long tailed bats eat insects,Short tailed bats eat fruit,nectar and insects.

How do pekapeka catch their prey? By using sound Using their eyes Sound - Echolocation

Where do pekapeka live? Old sheds, caves Trees, cliffs All

What happens to pekapeka in the winter? They fly to another countryThey hibernate In southern regions,

bats hibernate whereas innorthern regions batsare active all year round.


Ako To learn, to teachAkonga LearnerAotearoa New ZealandAtaahua BeautifulAtua God, our creatorHau WindHauku MoistureHapu Sub tribeHe Haunga Scent or smellHui hui MeetingsHua BerriesHuruhuru Feathers, like small hairsIngoa NameIwi PeopleKai FoodKaitiaki GuardianKaiwhakaruruhau ProtectorKakahu Clothing, cover the bodyKakano SeedsKanuka Tee tree, native tree with red flowersKarakia PrayerKararehe AnimalKaumatua Adult, elderKaupeka Branch or stemKauri Large native tree, soft woodKei hea te kainga Who lives hereKete Kit, carry bagKiwi Native bird, cannot flyKohatu RocksKorero mai Speaking, speak moreKoiorarereketanga BiodiversityKukupa Native wood pigeon, kereruKura SchoolKuia Elder womenMaire Native tree, hard woodMahi WorkMaori Native personManu BirdManuhiri VisitorsManuka Tee tree, native tree with white flowersMarangai Storm/windMarae Meeting house (place around the house)Marama Sunlight

Glossary


Maungataniwha Fabulous mountain monsterMihi Greet, or acknowledgeMiro Native tree, large red berriesMoko Facial tatooMuriwhenua Far NorthNetiporo NetballNga SomeNgahere Native forestNgapuhi Name of Northern tribeNga toanga tukuiho Some forest resources, treasuresNgutu BeakOhaeawai Name of place in Kaikohe areaPai GoodPakiaka RootsPamahama TemperaturePapa EarthPakaru BrokenPatai QuestionPikitia PicturePekapeka BatsPohutukawa Native tree, hard wood, coastalPuriri Native tree, hard wood, huhu bugsPukapuka BookPutiputi FlowerRakau Tree, woodRahui Restrictions – limited takeRaetea Native forest in MangamukaRau LeavesRimu Large native treeRongoa Maori medicineRoopu GroupRoto InRua Mano The decade two thousandRunga On top, the topTane ManTaiamai Name of place in Kaikohe areaTaitokerau NorthlandTangata Whenua People of the landTapu tapu Sacred place or thingTangata Man, (represents a people)Te TheTe Ra The dayTe Rarawa Name of Northern tribe

Glossary


Glossary

Te Reo Maori The Maori languageTe Wahi The placeTeka FalseTika TrueTikanga CustomTima TeamTupu PlantTupu kino Bad plantsTitiro LookTaonga Ornaments, treasureTohu ThinkTohunga Priest, chief, skilled personTotara Native tree, hard woodTuakaaka Wiry, muscularTuhituhi Record or writeTupuna AncestorsUa RainUma Bosom, chestUrupa Cemetery, burial groundWaka CanoeWaewae FeetWaiata SongWananga To meet and share in each others knowledgeWhakapapa GenealogyWhakatauki Maori proverbWhakarongo ListenWhakaaro ThoughtsWhakawhanaungatanga Family connections (lots of)

Numbers1 Tahi One2 Rua Two3 Toru Three4 Wha Four5 Rima Five6 Ono Six7 Whitu Seven8 Waru Eight9 Iwa Nine10 Tekau Ten


Information and Resources in theRaetea Forest KeteThis resource box can be borrowed from the Kaitaia Area Office.

Story Books1. Wastage By Dr Jacques Breuil2. Pollution By Dr Jacques Breuil3. Archey’s Frog By Andrew Crowe4. How long is the HuHu By Andrew Crowe5. Short-tailed Bat By Jenny Jones6. Giant Weta By Jenny Jones

Te Reo Maori Resources Pukapuka1. Nga Parahanga NaWiremu Pita Pomare2. Purerehua (Kahukura) Na Hirini Melbourne3. Kei te Rere Na Chris Lowman4. Nga Hua o te Whenua Na Amanda Jackson5. I Te Naghere Na Oho Kaa6. Te Tuna nui o te ao Na Bevan Brown

Laminated A4 Children’s Activities1. Map and location of Raetea2. Kukupa Monitoring (record sheet)3. The Tree Game (board game)4. Kiwi Conservation Club - Fungi5. Kiwi Conservation Club - The Story of Seeds6. The Puriri Trees7. Weta true or false8. 40 Forest Fact cards9. Bird Recovery Schedule10. Kiwi Kit and te reo Maori11. Kiwi Fact sheet12. Kukupa Kit and te reo Maori

Laminated A4 Information Tasks1. Your Pet is a Predator2. Mustelids3. Possums4. Possums the Problem5. Protect Your Animals6. Ferrets7. Possum Everybody’s Problem8. Possum Control in Native Forests9. Timms Traps10. Poisons


Laminated A4 Pictures1. Berries Which Colour2. Miro Facts3. Trunk and Bark4. 5 Nga Kararehe Cards (in te reo Maori)5. 8 Name cards in English and te reo Maori

Laminated A3 Pictures and Activities1. Nga Wahanga o te Kukupa2. Nga Manu3. Kukupa Colour-in picture4. Who is There, Tracking Chart, Find Out What Sort Of Pests There Are?5. Kauri Snails6. Perpatus7. Kiwi and Facts8. Kiwi and Pines9. Kukupa10. Tarata (Lemon)11. Destroyed Forest12. Kauri Tree13. Kukupa Care Calendar

Fact Books and Video1. The Life Size Native Tree Guide Booklet By Andrew Crowe2. What’s Under the Ground By Usborne Science3. Insects By Jen Green4. Northland Native Plants By DOC5. Kukupa Survival Booklet By DOC6. New Zealand Native Birds By Andrew Crowe7. New Zealand Native Trees By Andrew Crowe

11. Kiwi - Are You a Dog Owner?12. Saving Our National Bird13. Kiwi Traps and Animals How to Avoid14. Kiwi Forest Management15. Have You Heard About the Pig, Dog and the Kiwi16. Help Protect New Zealand’s Off Shore Islands17. Are there Kiwi on Your Land?18. Survival Guide19. Going Bush20. Kukupa Information Poster21. Delightful Weeds and the Good Plants22. Unwanted Plants23. Discover Northland


Video and photographs1. Kiwi2. Raetea Forest - 20 Colour photos

Recommended viewing from DOC library• Who is Killing the Kiwi

• Invading Aliens – Weeds

• The Possum Hunters are Coming

• National Possum Control

Posters1. Possums2. Native Birds3. Kiwi


Useful Websiteswww.doc.govt.nzTells you what the Department of Conservation doesand has general information about conservation.

www.nzaee.org.nzNew Zealand Association for EnvironmentalEducation has a comprehensive directory of sourcesof information available on-line.

www.projectcrimson.org.nzThis is an organisation that works to protect andpromote our native rata and pohutukawa trees.

www.converge.org.nz/ecoEco is an umbrella for environmental groups and haslinks to these organisations at its website.

www.kiwirecovery.org.nzFind out what is happening in the efforts to save ournational symbol.

www.kcc.org.nzThe Kiwi Conservation Club. A site full ofinformation about conservation for the youngerchildren.

www.kakapo.org.nzGives the latest on kakapo conservation.

www.forest-bird.org.nzNew Zealand’s largest non-governmentalconservation group. Includes a club for primaryschool aged students.

www.learnz.org.nzAn interactive site for tracking the progress ofadventures in some of our most interesting naturalareas.

www.nztcv.massey.ac.nzNew Zealand Trust for Conservation Volunteersgives details of opportunities for voluntary work inthe environmental area.

www.gns.cri.nzTakes you into the geological and nuclear scienceinstitute for excellent earth science information.

www.maori.org.nzThis will take you into resources and subjects that areavailable in Te Reo Maori.

www.eednz.org.nzTe Pou Taki Korero (Learning Media).

www.whitebaitconnection.co.nzDOC sponsored programme for schools and othergroups that looks at freshwater biodiversity.

Other Department ofConservation Resources• Web site: www.doc.govt.nz

• Kukupa Education Resources (English / te reoMaori)

• ‘Kiwi Forever’ Education Resource Pack(English / te reo Maori)

• Other site based Education Resources on-line atwww.doc.govt.nz.

• Presentations/korero to school groups, that mayinclude slides, mounted animals or display boards.Contact your local DOC office regardingavailability.

• Video Library Kaitaia Area Office holds a rangeof videos, which may be lent. Other videos fromthe DOC Head Office Library may be ordered.Requests are considered on an individual basis.

• Books and factsheets – a range of books andfactsheets are available from the Kaitaia AreaOffice for reference.


TermsPicking up the Kete1. Please ensure that the person picking up the Kete is an authorised staff

member of a school/group/organisation etc. so we know the loaning of thekit is genuine and the material is used for educational purposes.

2. You will need to arrange your own transport of the Kete. Please note, thebox is large and reasonably heavy, so you may want to consider bringingsomeone to help you load and unload the box. Please keep the box dry whentransporting - transport in a covered vehicle is highly recommended.

While on loan3. Your school/group/organisation etc is responsible for the resource.

4. If you are using drawing pins, staples and bluetac while working with theresources please remove those before returning the Kete.

Returning the Kete5. Please return the box and its contents within the agreed time to the DOC

office you borrowed it from. Remember, other schools/groups/organisationsmay have scheduled to use the Kete.

6. Your school/group/organisation etc is responsible for replacing any lost ordamaged contents.

7. Please complete the contents checklist, which is included in the Kete beforereturning it.

ConfirmationI have read the above terms and wish to borrow the Kete

Period Kete is required From To

School/group/organisation Name Address

Contact person Name Phone

Signature

You can either fill in the booking form and send it to the DOC Kaitaia Area Office or ringKaitaia’s Community Relations team for further information or to make a booking over the phone.

RaeteaEducation Resource Kete/Kit

The Kete/kit (large

plywood box and

contents), which has a

contents list attached,

is available from the:

DOC Kaitaia Area Office127 North Road

KAITAIA

Telephone 09-4086014Fax 09-4086019

Booking Form


Raetea Forest -An Education Resource for SchoolsThank you for choosing to use this resource in conjunction with your curriculum for environmental education.

As the resource is designed to support teachers in organising exciting and educational conservation activities inour local environment we would greatly appreciate your feedback on its value and effectiveness so that we cancontinue to improve it. We thank you for taking a few minutes to share your thoughts on this resourcewith us.

How did you find out about the Resource?

Why did you choose to use the Resource?

Did you find the Resource ‘user friendly’? yes noWhy / why not?

Was there sufficient background information provided? yes no

What else would you like included?

Was there sufficient reference to curriculum links? yes no

Did you find the suggested activities relevant to the curriculum? yes no

Did you find the suggested activities adaptable to the level of your students? yes no

What was the age group of the students?

Was this your first visit to a Department of Conservation site with a class? yes noIf no, what other sites have you been to?

Would you be interested in visiting other sites of natural or historicsignificance within the Far North? yes no

Other comments:

Feedback Opportunity

Please send your feedback to: Department of Conservation, Community Relations Team

DOC Kaitaia Area OfficePO Boc 569 KAITAIA

Fax 09-4086019

Kia Ora

raetea post visit activities - department of conservation · below are some ideas for post-visit...

Documents