Y9 Science: Ecology in Aotearoa

🦎 Assessment Rubric: Endemic Species Report

Te Anga Aromatawai - Pūrongo Momo Taketake

"Tiakina te mauri o te taiao"

Protect the life force of the environment

Student Name / Ingoa Ākonga

Species Researched / Te Momo

Date / Te Rā

Class / Akomanga

🌿 Example Endemic Species for Research

Birds / Ngā Manu: Kiwi, Kākāpō, Kōkako, Takahē, Kea, Whio, Tūī, Kererū

Reptiles / Ngā Ngārara: Tuatara, Hoplodactylus geckos, Oligosoma skinks

Invertebrates / Ngā Pepeke: Wētā, Peripatus, Giant snails, Powelliphanta

Plants / Ngā Tipu: Pōhutukawa, Kōwhai, Harakeke, Kauri, Rimu

Criteria / Paearu	Excellence (4)	Merit (3)	Achieved (2)	Not Yet (1)
Species Description Te Whakaahua o te Momo	Comprehensive physical description with specific details Accurate scientific and Māori names Classification fully explained Unique adaptations detailed	Good physical description Both names included correctly Classification explained Some adaptations mentioned	Basic physical description Names partially correct Limited classification info Few adaptations noted	Inadequate description Names missing or wrong No classification No adaptations
Habitat & Distribution Te Kāinga me te Rohe	Detailed habitat requirements explained Accurate distribution map or description Historical vs current range compared Specific locations in NZ named	Clear habitat description Distribution generally accurate Some historical comparison Some locations named	Basic habitat info General distribution Limited historical context Vague location info	Habitat unclear Distribution incorrect No historical context No locations
Ecological Relationships Ngā Hononga Hauropi	Food web position clearly explained Multiple relationships identified Ecosystem role thoroughly described Interdependencies analysed	Food web position described Key relationships identified Ecosystem role explained Some interdependencies noted	Basic food web info Some relationships mentioned Limited ecosystem role info Few connections made	No food web understanding Relationships missing No ecosystem role No connections
Threats & Conservation Ngā Whakaraerae me te Tiaki	All major threats identified and explained Conservation status accurate with source Multiple conservation efforts detailed Success stories and challenges discussed	Key threats identified Conservation status correct Conservation efforts described Some success/challenges noted	Some threats identified Status mentioned Basic conservation info Limited analysis	Threats missing Status incorrect/missing No conservation info No analysis
Cultural Significance Te Hiranga Ahurea	Deep understanding of Māori significance Whakapapa/pūrākau included appropriately Traditional uses/tikanga explained Modern cultural connections made	Good understanding of significance Some cultural stories included Traditional knowledge mentioned Some modern connections	Basic cultural understanding Limited cultural content Brief traditional info Few connections	No cultural understanding No cultural content Traditional knowledge absent No connections
Research & Presentation Te Rangahau me te Whakaatu	Multiple credible sources cited Information synthesised effectively Professional presentation Visuals enhance understanding	Good sources used Information well organised Clear presentation Relevant visuals included	Some sources cited Basic organisation Adequate presentation Some visuals	No sources Disorganised Poor presentation No visuals

📊 Score Summary

Species Description	/ 4
Habitat & Distribution	/ 4
Ecological Relationships	/ 4
Threats & Conservation	/ 4
Cultural Significance	/ 4
Research & Presentation	/ 4

Total: / 24 Grade:

Grade boundaries: Excellence (21-24) | Merit (16-20) | Achieved (10-15) | Not Achieved (6-9)

💬 Teacher Feedback

Strengths / Ka Pai:

Areas for Improvement / Hei Whakawhanake:

Next Steps / Ngā Mahi Whai Ake:

📚 Teacher Notes

Paired with: Endemic Species Detective Handout

Curriculum links: NZC Level 5 Science - Living World: Life processes, Ecology

Cultural note: Encourage students to consult with whānau or local iwi about the cultural significance of their chosen species. DOC and Te Papa websites have good information on Māori perspectives.

📋 Teacher Planning Snapshot

Ngā Whāinga Ako — Learning Intentions

Students will engage with this resource to build understanding of Aotearoa New Zealand's ecosystems, biodiversity, and the role of kaitiakitanga in environmental stewardship.

Ngā Paearu Angitū — Success Criteria

✅ Students can explain key concepts from this resource using their own words.
✅ Students can connect the content to real-world environmental contexts in Aotearoa.

Differentiation & Inclusion

Scaffold support: Provide sentence starters, word banks, or graphic organisers to scaffold access for students who need it. Offer entry-level and extension tasks to address a range of readiness levels.

ELL / ESOL: Pre-teach key vocabulary and provide bilingual glossaries where available. Allow students to respond in their home language first.

Inclusion: Use accessible formats. Neurodiverse learners benefit from chunked instructions and choice in how they demonstrate understanding.

Prior knowledge: Best used after the relevant lesson sequence. No specialist prior knowledge required for entry-level engagement.

Curriculum alignment

Ecosystems — Knowledge: Marama Muru-Lanning (Contemporary) explores mātauranga Māori as environmental knowledge, linking Indigenous perspectives to ecological science.
Ecosystems — Knowledge: Indigenous knowledge systems, such as mātauranga Māori, are often founded on long-term observations of environmental patterns. For example, ngā tohu o te taiao can be used to …
Ecosystems — Practices: Observing local ngā tohu o te taiao, such as flowering of certain plants or bird migrations, and explaining why these indicators can be used to understand and predict other en…
Organism Diversity — Knowledge: Traits are also influenced by the environment, for example:in humans, height is influenced by nutrition and genesin reptiles like tuatara, sex is determined by nest temperatur…
Ecosystems — Knowledge: G. Evelyn Hutchinson (1903–1991) regarded as the founder of modern ecosystem ecology, he advanced the study of nutrient cycles and ecological niches.