EMAP and Education for SustainabilityPossible links Rebecca Goffin EMAP National Coordinator rebecca

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EMAP and Education for Sustainability-Possible
links! Rebecca Goffin EMAP National Coordinator
rebecca.goffin_at_royalsociety.org.nz
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• Funded by the Ministry of Education through the
  LEOTC programme
• Offers hands-on environmental monitoring
  experiences
• Through two programmes-The National Waterways
  Project (NWP) and GLOBE (Global Learning
  Observations to Benefit the Environment)
• Areas water, weather, soils, landcover, phenology

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Hydrological monitoring

• A range of resources are available for teachers
  to access
• 1) Print resources e.g. Identification Cards,
  Monitoring Sheets, and much more! See website
  www.emap.rsnz.org. GLOBE provides detailed
  instructions on how to monitor stream health.
• 2) Involvement in EMAP gives schools access to
  water monitoring equipment e.g. SHMAK kits
  (Stream Monitoring and Assessment Kit)

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Cycle of EMAP activity can fit with enviroschool
model
Use EMAP monitoring to identify
Again assess the impact you have had taking action
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Standard Take Action 2.1 Plan, implement and
evaluate a personal action that will contribute
towards a sustainable future

• EMAP application Stream mentioned as possible
  area for study.
• Strategy Use EMAP resources to assess (monitor)
  the current condition of their waterway so
  students can then justify what sort of
  sustainable action they need to take.
• This is needed for merit where in detail refers
  to evidence evidence of the current situation is
  supplied that is sufficiently qualitative and/or
  quantitative to support the planned action
• e.g. On basis of monitoring found the temperature
  of the stream too high (lack of shade provided)
  then sustainable action could be to plan to
  provide more stream side vegetation.

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Standard 2.2 Describe the consequences of human
activity within a biophysicalenvironment in
relation to a sustainable future

• EMAP application Pick a degraded waterway as
  unit of study.
• Strategy Use EMAP equipment and resources to
  monitor the environment and allow students to
  give an account or characteristics of a physical
  environment as described in the standard.
• Consider the different users of the stream
  environment (note this fits into the four
  dimensions of sustainability) and how their
  activity has changed that biophysical
  environment1 Examples Maori-cultural harvesting,
  recreational (social) -swimming, boating,
  economic-whitebaiting, tourism, farming
  environmental-habitat for NZ species
• Look at impacts of each activity so students can
  assess consequences of that activity and move
  towards excellence!
• 1 Other Examples of human activity (many tie in
  with water theme)
• land use, industrial development, transport,
  housing, waste management, recreation, tourism,
  establishment of marine reserves, energy
  production and consumption, political, fishing,
  water use or introduction of exotic species.

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Case Study Whitebait

• See EMAP newsletter 11
• Great idea for EfS unit of work for 2.2 can be
  combined with hydrology fieldtrip
• Lots of different issues/pressures on whitebait
  make it perfect for focus of study.
• More activity ideas/planners are planned to be
  added to the website to provide assistance to
  teachers.

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Standard 2.3 Describe world views, their
expression through practices andactivities and
the consequences for a sustainable future

• Context A world view is defined as the set of
  experiences, beliefs and social values that
  affect the way an individual and/or group
  perceives reality and responds to that
  perception. A world view represents perspectives,
  ideologies or theoretical positions
• EMAP People in society hold many views/values
  associated with waterways.
• Resources Guardians of the Mauri DVD (we provide
  free to schools)