Title: EMAP and Education for SustainabilityPossible links Rebecca Goffin EMAP National Coordinator rebecca
1EMAP and Education for Sustainability-Possible
links! Rebecca Goffin EMAP National Coordinator
rebecca.goffin_at_royalsociety.org.nz
2- 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
3Hydrological 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)
4Cycle of EMAP activity can fit with enviroschool
model
Use EMAP monitoring to identify
Again assess the impact you have had taking action
5Standard 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.
6Standard 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.
7Case 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.
8Standard 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)