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Climate Change

Levels 3 and 4

NZC Achievement Objectives
Te Mātauranga o Aotearoa
  • Earth Science: Develop understanding of the water cycle and its effects on climate, landforms and life.

  • Papatūānuku: Ka mārama haere ki ngā āhuatanga nui o te mata o Papatūānuku, arā, te wai, te toka, te one, me ngā āhuatanga e taea ai te ora i reira.

Learning Intentions
Integration Ideas

Learning Intentions are from the Ministry of Education

Integration ideas are from the Ministry of Education

Level 3

  • Students can describe how major natural features of the local landscape have formed and changed over time.

  • Students can become involved in a school or class environmental project.

  • Participate in a local environmental project and identify the expected outcomes.

Level 4

  • Students can analyse why groups have become involved in a local environmental issue.

  • Investigate a local environmental issue and explain why the community should be involved.

  • Social Sciences: How and why people make and implement rules and laws eg. Noise control legislation

  • Social Sciences: How the ideas and actions of people in the past changes the lives of others eg. Individuals and groups who have worked to preserve the environment.

  • Social Sciences: How people organise themselves in response to challenge and crisis eg. Civil defence emergencies

  • Social Sciences: How and why people view and use resources differently and the consequences of this eg. Environmental preservation versus logging or mining

  • The Arts (Drama): Use improvisation, puppetry, or storytelling to explore different attitudes to an environmental issue.

  • The Arts (Drama): Devise and present drama on environmental issues and explain their choice and use of dramatic elements.

  • The Arts (Music - Sound Arts): Listen to, discuss, and perform the music of the tangata whenua on environmental issues.

  • The Arts (Music - Sound Arts): Draw on environmental issues to make a musical statement eg. a rap, an advertising jingle.

  • English (Reading and Viewing): Listen to and view a range of music and dance from different countries and discuss how ideas and stories on environmental issues are conveyed through rhythm and movement

  • English (Writing and Presenting): Design and publish a pamphlet, role-play, chart, or video to provide information for the public on an environmental issue.

  • English (Oral Language): Listen to stories on environmental issues from a particular genre, such as traditional Māori stories

  • Mathematics and Statistics (Geometry and Measurement): Measure the amount of rainfall in a given area over a defined period of time.

  • Mathematics and Statistics (Statistics): Critically evaluate data presented in media reports on an environmental issue.

  • Technology: Produce technological solutions in a range of technological areas and contexts

  • Technology: Explore and discuss the impacts over time on the local and wider environments and society of some specific technology eg. effluent disposal on farms.

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