Lesson Plan for Year 11 Science: Healthy Waterways in South Wairarapa – Focus on Tuna (Eel)

Curriculum Context:

• Subject: Science
• Year Level: 11
• Curriculum Area: Nature of science, Living World
• Standards: NCEA Level 1 Science 1.1 - Demonstrate understanding of a science informed response to a local issue.
• Topic: Healthy Waterways and Sustainable Management of Tuna (eel) in South Wairarapa
• Duration: 60 minutes
• Class Size: 16 students

Learning Outcomes:

By the end of this lesson, students will be able to:

1. Identify key factors affecting the health of waterways in South Wairarapa.
2. Explain the significance of tuna (eel) to the local ecosystem and Maori culture.
3. Develop and present a scientific response addressing the local issue of maintaining healthy waterways for the sustainability of eel populations.

Resources:

• Interactive whiteboard
• Internet access for research
• Student handouts with diagrams of waterway systems and eel anatomy
• Articles on current health status of South Wairarapa waterways
• Guidelines on scientific report writing
• Access to local government and environmental data online: Greater Wellington Regional Council

Lesson Structure:

Introduction (10 minutes)

• Welcome and Learning Outcomes: Brief introduction to the day’s objectives.
• Initial Discussion: Ask students what they know about the local waterways and the role of eels within them. Discuss the cultural importance of eels or "tuna" to local Maori, referring to sources like Te Ara Encyclopedia.

Exploration (20 minutes)

• Presentation: Use slides to show data on the current state of South Wairarapa waterways, highlighting pollutants and their sources, impact on eel populations, and any conservation efforts.
• Video Viewing: Show a short documentary or snippets discussing the lifecycle of eels and their migration patterns, with a focus on how pollution alters these natural processes.

Group Activity (20 minutes)

• Group Task: Divide the class into small groups. Assign each group the task to brainstorm potential scientific responses to the issue of eel population decline in contaminated waterways. They should consider sustainable fishing, habitat restoration, and pollution control.
• Research Phase: Allow students to use their devices or computers to gather additional information to support their tasks from trusted sources such as the Department of Conservation and local research studies.

Presentation and Discussion (10 minutes)

• Student Presentations: Each group presents their scientific response, addressing potential challenges and proposing realistic solutions.
• Class Discussion: Discuss the feasibility, scientific grounding, and potential impacts of the presented solutions. Encourage constructive feedback and debate among peers.

Conclusion:

• Recap of the Lesson: Summarize the key points discussed in class and the importance of using scientific understanding to address environmental issues.
• Homework Assignment: Assign students to write a detailed report proposing their group’s scientific response to the issue. Provide a rubric for the report, highlighting the need for scientific accuracy, consideration of cultural values, and practicality of solutions.

Assessment:

• Assessment will be based on group presentation effectiveness, participation in discussions, and the quality of the written report.

Reflection:

• Teachers should reflect on the engagement level of the students with the local context issue and adjust future lessons to include more or less prior knowledge as necessary.