Lesson 4: Introduced Predators & Invasive Species Impact on Taonga Species
Exploring NZ ecosystems, biodiversity, energy flow, invasive pests, kaitiakitanga, and field restoration projects.
🎯 Ngā Whāinga Akoranga | Learning Intentions
Impact of introduced mammalian predators (possums, stoats, rats, feral cats) on flightless/ground-nesting NZ native species, competition for food resources, and habitat destruction.
Analyse population collapse graphs of native birds post-predator introduction, compare predator hunting adaptations with bird vulnerability, and evaluate pest threats.
🎥 Media Anchor & Pedagogical Scaffold
Invasive Predators & NZ Native Wildlife Crisis
Video Clip: New Zealand's Most Wanted: Possums, Rats, Stoats — The Wall Street Journal (Watch in full — declared full-watch).
🧠 1. Before Viewing (Activate & Predict)
Why were Aotearoa's native birds completely unprepared for the arrival of stoats, rats, and possums?
👁️ 2. During Viewing (Watch With a Job)
- As you watch: Which introduced predators are featured, and what specific damage does each cause to native wildlife?
- Note: How have stoats and rats exploited the vulnerability of ground-nesting or flightless birds?
- Consider: What conservation methods are being used, and how effective have they been at protecting native species?
🗣️ 3. After Viewing & Kaiako Move (Process & Apply)
Kaiako Move: Display tracking tunnel ink pads and chew cards used by rangers to detect pest presence.
Immediate Task: Complete Section 4 of your Ecology Field Journal: Invasive Pest Impact Matrix & Tracking Tunnel Data Analysis.
⚡ Whakaoho | Do Now: Ecology Recall (10 mins)
Review key ecological vocabulary, native species names, and kaitiakitanga principles for Lesson 4. Connect previous field observations to today's inquiry.
📖 Activity 1: Field Investigation & Ecological Analysis (25 mins)
Construct food webs, calculate trophic energy transfer, execute quadrat/transect sampling, monitor stream water quality, or design native restoration plans in pairs.
📝 Activity 2: Ecology Field Journal & Reflection Scaffolding (20 mins)
Draft your formal Field Journal entry for Lesson 4. Apply exact scientific and cultural terminology (e.g., biotic/abiotic, trophic levels, 10% rule, endemic species, invasive predators, rāhui, mauri, quadrat sampling, MCI score, eco-sourcing) to justify your findings.
🏫 Kaiako Planning & Pedagogy Notes
Year 9 Curriculum Alignment: Te Mataiaho Science Phase 4 — Living World / Ecosystems strand. Fosters environmental stewardship, field research skills, and Te Ao Māori kaitiakitanga perspectives.