What we focused learning on and why: The possibilities for learning at the Boyle River Outdoor Education Centre in the Lewis Pass, Canterbury are many. However, rather than focus on the traditional outdoor education opportunities, this case study explores the learning possibilities across the curriculum that such a location affords. Kaiapoi High School utilises learning objectives from a range of learning areas including English, Health and PE, Languages and the Arts as part of their year nine visit to the Boyle River Outdoor Education Centre. This case study looks at the opportunities for learning across the curriculum by using a common theme or context to link several learning areas. The New Zealand Curriculum requires there be coherence within and across learning areas, and EOTC implemented in this way provides authentic learning opportunities to enable this to take place. Teaching in each of the identified learning areas is required before, during and after the visit to the Boyle River Outdoor Education Centre. What we planned (focusing inquiry): A range of experiential learning activities were planned to meet students learning needs in Health and PE via the activities offered at the Boyle River Outdoor Education Centre . A key focus for these activities was the application of the key competencies within a cooperative group. A Learning journal is used to record learning experiences. The setting within the Boyle River Outdoor Education Centre also lends itself to the following possibilities across the curriculum and associated potential learning outcomes for an integrated unit of work around Possums: Pest or Possibilities?: To connect learning around a common context, providing multiple opportunities for students to develop concepts from across the curriculum. To connect literacy demands to key learning outcomes within a learning area. For students to investigate a current issue, using the richness of each learning area to develop and explore knowledge, attitudes, values and skills as relevant to that learning area. For students to use all the key competencies within the classroom and in the camp experience to support the learning demands of each of the learning areas. Case Study: Year Nine Integrated Camp– Possums Pests or Possibilities
Transcript
What we focused learning on and why:
The possibilities for learning at the Boyle River Outdoor Education Centre in the Lewis Pass, Canterbury are many. However, rather than focus on the traditional outdoor education opportunities, this case study explores the learning possibilities across the curriculum that such a location affords.
Kaiapoi High School utilises learning objectives from a range of learning areas including English, Health and PE, Languages and the Arts as part of their year nine visit to the Boyle River Outdoor Education Centre.
This case study looks at the opportunities for learning across the curriculum by using a common theme or context to link several learning areas. The New Zealand Curriculum requires there be coherence within and across learning areas, and EOTC implemented in this way provides authentic learning opportunities to enable this to take place. Teaching in each of the identified learning areas is required before, during and after the visit to the Boyle River Outdoor Education Centre.
What we planned (focusing inquiry):
A range of experiential learning activities were planned to meet students learning needs in Health and PE via the activities offered at the Boyle River Outdoor Education Centre. A key focus for these activities was the application of the key competencies within a cooperative group. A Learning journal is used to record learning experiences.
The setting within the Boyle River Outdoor Education Centre also lends itself to the following possibilities across the curriculum and associated potential learning outcomes for an integrated unit of work around Possums: Pest or Possibilities?:
To connect learning around a common context, providing multiple opportunities for students to develop concepts from across the curriculum.
To connect literacy demands to key learning outcomes within a learning area. For students to investigate a current issue, using the richness of each learning area to develop and explore knowledge,
attitudes, values and skills as relevant to that learning area. For students to use all the key competencies within the classroom and in the camp experience to support the learning
demands of each of the learning areas.
Case Study: Year Nine Integrated Camp– Possums Pests or Possibilities
Learning Languages Te Ao Māori Exploration of a Māori view of the environment, exploring the creation story of Ranginui and Papatūānuku.How do possums fit into this view of the world? Are they a pest or a possibility?
Science Students will investigate the interdependence of living things (including humans) in a Beech Forest ecosystem. How do possums interact in this system? Do people consider them to be a pest or a possibility?
Social StudiesStudents will understand how peoples management of a Beech Forest impacts on the environmental and social sustainability of the Forest? How are possums managed within this system? Are they a pest or a possible resource?English
Students will show an understanding of how to shape texts for different audiences and purposes through developing an argument for or against the use of 1080 (linked to social studies)Students will show an understanding of how a Māori narrative is shaped for an audience and purpose, compared to a scientific report on possums impact on a forest ecosystem.
The ArtsStudents will explore the role of native ecosystems in visual representations of New Zealand culture and identity. What possibilities are there for possums shaping visual representations about kiwi identity and culture?Technology
Students will investigate the technology in the possum industry for example trapping, fur fashion fibre. Are possums a pest of a possibility from a technological perspective?
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Suggestions for planning:
Suggestions TimeframeAll interested teachers meet and decide on key learning outcomes for the unit of work and the specific learning outcomes each learning area will contribute.
8 months out from camp
Individual teachers explore ideas and resources for developing a unit of work based on the specific learning outcomes that will contribute to the key learning outcomes of the programme.
7-8 months out from camp
All teachers meet and share the potential learning direction that are considering. Key resources are discussed and connections between learning areas are clarified.
7 months out from camp
Individual teachers plan units of work for their learning area and place into a shared electronic file across learning areas.
6-7 months out from camp
Specific tasks for camp are drafted and shared so that teachers attending camp, regardless of learning area, are able to support student learning in the outdoors.
5 months out from camp
Specific pages for the ‘camp learning journal’ are drafted, shared and finalised. 4 months out from camp
Learning area units of work are finalised, final camp outcomes are finalised and submitted for approval.
2-3 months out from camp
Teaching and learning units of work are initiated within the class programme. 1 month out from camp
On camp specific learning area tasks are completed. On camp
Reflection across learning areas for the key learning outcomes for the unit of work. On camp
Information, skills and values are brought to the class based on camp tasks. The week after camp
Continued teaching, learning and assessment of the unit of work based on camp findings and experiences.
1-3 weeks after camp
All staff involved meet, review and discuss the integrated unit of work based on learning outcomes data, student work and learning journals and teacher reflections. Decisions for future ‘camps’ noted.
1 month after camp
Within each of the contributing learning areas the following foci are suggestions for connecting learning across the shared question of Possums: Pests or Possibilities?
Te Ao Māori Students: Read the text and critically review a
Māori perspective of the environment as described in the Story of Papatūānuku and Ranginui.
Explore how the narrative forms cultural interactions and identity for all New Zealanders.
Consider what place possums might have as an introduced species in Te Ao Māori.
English Level 5 Students will show an understanding of how texts (in this case narrative) are shaped for different audiences and purposes.
Social Studies Level 5Students will gain knowledge, skills and experience to understand how cultural interactions impacts on cultures and society.
Science Students: Explore the relationships between living
things in a native bush ecosystem. Observe and transect sample a section
of native bush for possum damage see http://www.doc.govt.nz/upload/documents/getting-involved/students-and-teachers/field-trips-by-region/4-pirongia-resource-kit-page31-40.pdf for activities in forest monitoring for possum browse and die back.
Explore predator prey relationships see http://www.tki.org.nz/r/science/applications/pdf/applications-takahe.pdf and adapt for beech forest ecosystems.
Science Level 5Living World Ecology Students will investigate the interdependence of living things (including humans) in an ecosystem.
Technology Students: Investigate the technology in the
possum industry from trapping (see http://tvnz.co.nz/politics-news/self-resetting-pest-traps-hope-save-money-3840058/video) to fur plucking mechanisms.
Technology level 5Technological PracticesStudents will analyse their own and others planning practices to inform the selection and use of planning tools.
The Arts Students: Explore the role of native ecosystems in
visual representations of New Zealand culture and identity, see http://artsonline2.tki.org.nz/resources/units/visual_culture/representations_of_aotearoa/
Visual Arts Level 5Communicating and InterpretingStudents will compare and contrast the ways in which ideas and art-making processes are used to communicate meaning in selected objects and images.
understand their perspective on the use of 1080 to manage possums, see for example http://www.sciencelearn.org.nz/News-Events/News-Archive/2009-News-archive/1080-debate
Evaluate other forms of possum management, see for examplehttp://www.teachingonline.org/TermTwo2010pdfs/1080Facts.pdf and http://www.biotechlearn.org.nz/focus_stories/biological_control_of_possums
Social Studies Level 5Students will understand how peoples management of resources impacts on environmental and social sustainability
English Level 5 Students will show an understanding of how to shape texts for different audiences and purposes (in this developing an argument for or against 1080).
Safety considerations:
SupervisionThe school staff who participate in the year nine camp include: form teachers, deans, and subject teachers. There are two teachers in charge of running each camp plus a teacher who works with each group.
The key staff involved in the camp decide on appropriate supervision structures based on the needs and abilities of the studentsattending the camp. In most cases, each group consists of ten students plus a teacher and a Boyle River Outdoor Education Centre instructor. There may also be a teacher aide if required by a student. In some cases the instructor may be replaced by a second teacher, if one of the teachers is suitably experienced to run all of the activities.
The Boyle River Outdoor Education Centre provides staff with appropriate qualifications and skills to run the Adventure Based Learning (ABL) programmes.
Safety Planning The teacher in charge completed a programme plan and the safety management system. This included using safe operating procedures of the school and the Boyle River Outdoor Education Centre for the week of the camp. The Principal and the Board of Trustees approve the camp at the end of the previous year and the final plan is approved by the Principal and Deputy Principal one month before the camp. This plan includes an emergency response plan.
A trip of this nature falls into the activity type of ‘Off-site – residential multi-day trips further afield in higher risk environments where more knowledge and/or technical skills are required’ (EOTC Guidelines, 2009, p. 26-27). Check the requirements of your own school policies when planning such a learning experience.
Further information, links and resources:
EOTC Guidelines, 2009: http://eotc.tki.org.nz/EOTC-home/EOTC-GuidelinesDepartment of Conservation: http://www.doc.govt.nz/conservation/threats-and-impacts/animal-pests/animal-pests-a-z/possums/Landcare Research Manaaki Whenua: http://www.landcareresearch.co.nz/publications/infosheets/possums/TE ARA The Encyclopedia of New Zealand: http://www.teara.govt.nz/en/possumsThe Royal Society of New Zealand Te Apārangi: http://www.royalsociety.org.nz/teaching-learning/resources/alpha/107/TKI Literacy Online: http://literacyonline.tki.org.nz/Literacy-Online/Teacher-needs/Teaching-Learning-Sequences/Literacy-Online-Units/Literacy-Units-Level-5/Earth-under-pressure
