šŸ“š Unit Plans ā†’ šŸ“œ Unit 9: Environmental Mātauranga ā†’ šŸ“– Week 3: Biodiversity Count
Years 9ā€“10 PÅ«taiao / Science

Unit 9: Environmental Mātauranga ā€” Protecting Our Taiao

"How Do We Fix What's Broken in Our Environment?" ā€” A 6-week journey where students use both mātauranga Māori and modern science to take real action on local environmental problems.

U Overview
1 Environmental Detective
2 Water Health Check
3 Biodiversity Count
4 Climate Data Analysis
5 Solution Testing
6 Action Implementation
Unit 9 Ā· Week 3

šŸŒæ Week 3: Biodiversity Count ā€” Measuring Life Diversity

Students conduct systematic biodiversity surveys to measure ecosystem health. They learn to identify native and introduced species while understanding how biodiversity indicates environmental problems and solutions.

Focus Question

How does counting species tell us about environmental health and what needs fixing?

šŸŽÆ Learning Intentions

  • Conduct systematic biodiversity surveys using scientific sampling methods
  • Distinguish between native and introduced species and understand their impacts
  • Calculate biodiversity indices and interpret what they mean for ecosystem health

āœ… Success Criteria

  • I can use quadrat sampling to systematically count species in an area
  • I can identify at least 5 native and 5 introduced species in our local environment
  • I can calculate biodiversity measures and explain what they indicate about ecosystem health

šŸ“š Curriculum Alignment

  • Science: Ecosystem interactions, species relationships, sampling methods
  • Mathematics: Data collection, statistical analysis, percentage calculations
  • Mātauranga Māori: Traditional ecological knowledge, native species roles

Ngā Mahi - Week 3 Activities

šŸŽ„ Media Anchor

Video: Māori Systems: Kaitiakitanga

  • How does this week's environmental inquiry reflect kaitiakitanga in action?
  • Which local indicator best tracks whether your intervention is working?

1. Hook: Biodiversity Spotting Challenge (15 mins)

Activity: Give students 10 minutes to list as many different living things as they can see from the classroom window or in the school grounds.

Traditional Connection: Māori traditionally knew hundreds of species by name and understood their relationships. Biodiversity was a sign of mauri (life force) and ecosystem health.

2. Scientific Sampling Methods (25 mins)

Activity: Learn and practice the Quadrat Sampling Method for systematic biodiversity counts.

  • Use 1m Ɨ 1m quadrats (wire frames or string squares)
  • Select sampling sites using random number coordinates
  • Count and identify all species within each quadrat
  • Record data systematically on survey sheets
  • Practice identifying plants at ground level, shrub level, and canopy level

3. Species Identification & Classification (30 mins)

Activity: Use the Native vs Introduced Species Guide to identify and classify species found in surveys.

  • Photograph or sketch unknown species for later identification
  • Learn key identification features (leaf shape, bark patterns, flower types)
  • Distinguish native species (endemic and indigenous) from introduced species
  • Research which introduced species are considered pests vs. beneficial
  • Document Māori names and traditional uses for native species
Cultural Learning: Many native plants have traditional Māori names and were used for medicine, food, or materials. Understanding these connections deepens our appreciation for biodiversity.

4. Biodiversity Survey Field Work (25 mins)

Activity: Conduct comprehensive biodiversity surveys using the Biodiversity Survey Sheets.

  • Survey different habitat types (grass areas, gardens, around buildings, near water)
  • Count species numbers, abundance, and percentage cover
  • Note evidence of animal life (birds, insects, traces)
  • Record environmental conditions (shade, moisture, human disturbance)
  • Compare biodiversity between different areas of the school

5. Data Analysis & Interpretation (15 mins)

Activity: Calculate biodiversity indices and interpret results to assess ecosystem health.

  • Calculate species richness (total number of species found)
  • Calculate Shannon diversity index (accounts for both richness and evenness)
  • Determine percentage of native vs. introduced species
  • Create graphs comparing biodiversity across different survey sites
  • Identify areas with highest and lowest biodiversity
Analysis Question: What does our biodiversity data tell us about the health of different areas? Where do we need to focus environmental restoration efforts?

šŸ’” Differentiation Strategies

  • Support: Pre-identify common species, provide laminated species cards, work in mixed-ability groups
  • Extension: Research threatened species in the region, investigate impacts of climate change on biodiversity, design habitat restoration plans
  • Cultural connection: Research traditional Māori uses for native species, investigate local iwi conservation projects

šŸ”„ Assessment & Next Steps

Formative Assessment:

  • Completed Biodiversity Survey Sheets with accurate species counts
  • Correct identification of native vs. introduced species
  • Calculated biodiversity indices with proper mathematical working

Preparation for Week 4:

  • Teams combine biodiversity data with water quality results from Week 2
  • Begin connecting local environmental patterns to broader climate data
  • Prepare to analyze NIWA climate data and its environmental impacts

šŸ“‹ Kaiako Planning Snapshot / Teacher Planning Snapshot

Timing Overview

  • Hook / Engagement: 10ā€“15 min
  • Core Field / Lab Activities: 40ā€“50 min
  • Analysis & Discussion: 15ā€“20 min
  • Reflection / Exit: 5ā€“10 min
  • Total: ~75ā€“90 min (double period)

Curriculum Alignment ā€” Achievement Objectives

  • Learning Areas: Science (biodiversity measurement, species identification, ecological sampling), Mathematics (tally charts, graphing, percentage calculations), Social Studies (human impact on biodiversity)
  • Achievement Objective: Students will investigate local environmental problems using both mātauranga Māori and scientific methods, and design and implement solutions that reflect kaitiakitanga
  • Key Competencies: Thinking, Participating & Contributing, Relating to Others (manaakitanga, whanaungatanga)

Inclusion & Accessibility Guidance

  • ESOL / ELL learners: Environmental observation activities are highly practical and reduce language barriers ā€” prioritise field work over written tasks. Pre-teach key vocabulary with visual diagrams. Allow bilingual recording of observations.
  • ADHD / neurodiverse learners: Outdoor and hands-on activities naturally suit diverse attention profiles. Provide clear task cards for each station. Use visual timers and offer regular structured movement breaks.
  • Accessibility: Ensure field investigation areas are physically accessible. Provide adapted observation tools (magnifying glasses, large-print checklists) on request. Allow verbal or drawn responses as alternatives to written recording.
  • Cultural inclusion: Mātauranga Māori is foregrounded throughout ā€” validate Indigenous environmental knowledge as rigorous and equal to Western science. Involve local iwi and kaumātua from the outset rather than as an add-on.