Experiencing Marine Reserves (EMR) Information Experience Action! A Planning Resource for Teachers of Primary and Intermediate Schools

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1 Experiencing Marine Reserves (EMR) Information Experience Action! A Planning Resource for Teachers of Primary and Intermediate Schools Holly Worthington, Russell School (year 7)

2 Imagine if we could have every child in New Zealand studying biology by immersing that child in a foreign ecosystem that had several times more diversity than any land ecosystem. Imagine a place of study where in one morning the child could come face to face with dozens upon dozens of fascinating new life forms and species that he or she had never seen before. This place is very natural, there is no restoration programme, no manager, and no intervention by man, there is a constant sense of mystery about it that is tangible. This place is a Marine Reserve. - Vince Kerr, 2002

3 Experiencing Marine Reserves Background Information The Experiencing Marine Reserves (EMR) programme empowers schools and communities by providing hands-on experience in the ocean. The programme involves investigating marine biodiversity and the local marine environment before venturing to a fully-protected marine reserve. After this experience, students are able to compare unprotected and protected areas and are encouraged to put their knowledge into action within the community. The Experiencing Marine Reserves programme: Promotes environmental education within the New Zealand Curriculum Enhance awareness and understanding of marine conservation issues in New Zealand Provides opportunities for community development Inspires action for the marine environment The Experiencing Marine Reserves concept: Introduction to marine biodiversity Investigation of local marine area Experience of a marine reserve Comparisons made between local unprotected area and fully protected area Action for the marine environment Environmental Education The Experiencing Marine Reserves programme is supported by the Ministry of Education document Guidelines for Environmental Education in New Zealand Schools. The programme has been developed using the aims, concepts and dimensions of environmental education identified in the Ministry document. Aims The aims of environmental education are for students to develop: Awareness and sensitivity to the environment and related issues; Knowledge and understanding of the environment and the impacts of people on it; Attitudes and values that reflect feelings of concern for the environment; Skills involved in identifying, investigating and problem solving associated with environmental issues; A sense of responsibility through participation and action as individuals, or members of groups, whanau or iwi in addressing environmental issues

4 Concepts Four key concepts in environmental education are: 1 Interdependence 2 Sustainability 3 Biodiversity 4 Personal and social responsibility for action Dimensions Environmental education involves the integration of three key dimensions: 1 Education IN the environment 2 Education ABOUT the environment 3 Education FOR the environment

5 Experiencing Marine Reserves Step by Step Timeline An Experiencing Marine Reserves programme could take place using the following timeline: In the Classroom 1: 1. Planning, Preparation and Fundraising (December/January) Initial visit to school by Experiencing Marine Reserves Coordinator, to discuss planning, preparation and field-trip fundraising issues with the teacher. 2. Introduction to Marine Biodiversity (February) Classroom presentation by Experiencing Marine Reserves Coordinator about New Zealand s marine biodiversity and marine conservation measures. This includes revealing the marine treasure chest and viewing the Experiencing Marine Reserves DVD. Key Questions: What is marine biodiversity? Why is marine biodiversity important? o Interrelationships eg. Kina live on the rocky reef, kina eat seaweed, their main predators are crayfish and snapper. What will happen if the crayfish and snapper decline? The kina will eat most of the seaweed and the area will become overpopulated by kina, thus changing the structure of the rocky reef. o Uniqueness o Threats How does marine conservation compare to land conservation? eg. Less than 1% of our mainland coast is fully protected compared to approximately 30% of our land. What are marine reserves? Learning Outcomes: Students will be able to give three examples of New Zealand marine biodiversity Students will be able to explain what a marine reserve is. 3. Set Up Nature Enquiry Table (February) Teacher and students each bring in something from the marine area, eg. shells, bones, seaweed, and add it to the nature enquiry table. 4. View Experiencing Marine Reserves CD ROM (see CD ROM quiz in this section) and Website (February) 5. Investigate creature adaptations and feeding relationships (February) TEACHER TIP See Appendix for more Experiencing Marine Reserve Classroom Activity Ideas

6 In the Field 1: Local Marine Environment Fieldtrip (March) Investigation of a local marine area, organised by the Experiencing Marine Reserves Coordinator, including an introduction to snorkelling in shallow water, with an adult to student ratio of 1:2. The field trip follows a rotation system requiring the teacher to run two onshore activities whilst a third small group of students is snorkelling. Key Questions: Has your local area been modified by humans over time? Have the top predators been removed by fishing? Learning Outcomes: Students will be able to use snorkel equipment, buddy and rotation systems Students will be able to describe their local marine area and what lives in it TEACHER TIPS See Snorkelling section for risk management guidelines and snorkelling instruction content. See Onshore Fieldtrip Activities - Local Marine Area, in this section, for activity ideas. In the Classroom 2: Preparation for Visit to Marine Reserve (March) Study marine conservation measures in New Zealand eg. fishing rules Research existing, proposed and potential marine reserves in New Zealand Establish a collection of newspaper articles, internet and other information about marine reserves Find out about the rules that apply in a marine reserve TEACHER TIP See Appendix for marine reserve information and resources. In the Field 2: Marine Reserve Fieldtrip (March/April) Investigation of a marine reserve environment, organised by the Experiencing Marine Reserves Coordinator, including snorkelling, with an adult to student ratio of 1:2. The field trip follows a rotation system requiring the teacher to run two small group onshore activities whilst a third small group of students is snorkelling.

7 Key Messages: Marine life can be viewed behaving naturally Marine reserves are safe places for marine life Marine reserves protect entire habitat Big Snapper take a long time to grow Marine reserves provide benefits to education, study, marine life and fisheries long term and for future generations Learning Outcomes: Students will be able to identify the marine creatures that they see Students will be able to make comparisons between the marine reserve and their local unprotected marine environment Students will be able to base their opinions about the value of marine reserves on their personal experiences TEACHER TIPS See Snorkelling section for risk management guidelines and snorkelling instruction content. See Onshore Fieldtrip Activities Marine Reserve, in this section, for activity ideas. See Appendix for marine reserve information. In the Classroom 3: 1. Possible Assessment Activities (April) Conduct a survey to identify any changes in people s attitudes towards the sea as a resource Report on the rationale for setting up marine reserves Produce a learning journal expressing thoughts, feelings and actions during the Experiencing Marine Reserves programme Artwork Poetic writing TEACHER TIPS The Experiencing Marine Reserves Coordinator may organise a prize for the top work produced, eg. boat trip to the Poor Knights Islands Marine Reserve for Northland students. See Experiencing Marine Reserves gallery and student work examples in section 5 of this manual. 2. Marine Action (May/June)

8 Students decide on, organise and participate in a marine action activity eg. Write submissions arguing for the establishment of a marine reserve or conservation measure in a local area, present marine conservation findings at a local community meeting TEACHER TIP See Experiencing Marine Reserves gallery for marine action ideas.

9 Experiencing Marine Reserves Student and Teacher Experiences Student Comments The days went quickly until the day came to go to Reotahi (local area). The first group went snorkelling; the other looked at the human impact on the beach. We had lots of helpers so that it was one adult to two children. Chelsea and I went with Constable Southwick - Katherine When I visited Leigh marine reserve, I saw how important marine reserves are to the fish and marine habitats - Jamie Lee A giant sparkling pink snapper was staring right at me - Lisa Marine reserves are important to our generation and generations to come - Ashleigh The best part of the day was snorkelling because I learnt how to identify some fish - Mathew Time went faster on the way back because there was a lot to talk about. I wish we had a marine reserve near our school - Graziella The marine reserve is also great for a wet library; they let you study the fish in real life - Joseph This was all made possible by having this marine reserve and without it I would never have this much respect for fish - Joshua

10 Teachers Comments I personally learnt a huge amount about various sea creatures and have already modified my attitude to the way I take shellfish - Doug Clarke, Ngunguru School Teacher An excellent programme to get into at the start of the year. There were lots of opportunities for visual language, argument writing, interview skills, social skills, P.E./snorkelling, graphing and fun! - Lyn Macmillan, Russell School Teacher The content of Experiencing Marine Reserves kept the kids motivated, especially with the timing of the Poor Knights competition trip - Keith Dowdle, Russell Primary School Principal Excellent to back up work in the classroom with field trips that gave children the opportunity to experience the comparisons between a local unprotected area and marine reserve - Julianne Newbold, Whangarei Heads School Teacher The idea of comparing their local environment to a Marine Reserve was particularly successful in raising awareness of the need for Marine Conservation - Joanna Lynch-Watson, Orakei School Teacher Students were excited about the visit to the Leigh Marine Reserve and some made very big personal gains. My students have often had very limited experience and need exposure to sites to help them appreciate what is going on - Margaret Arthur, Auckland Girls Grammar Marine Studies Teacher The tamariki not only enjoyed the great day out snorkelling but they learnt so much in the day, so much so that even some of the most difficult children to motivate can not wait until we have another day out on the programme. The programme not only offers great motivation in the tamariki, giving them the great hands on experience but the workshop prior to the visit gave them a basic knowledge of the diverse range of marine wildlife and why we need to take better care of such a precious resource. He taonga tuku iho nga tamariki o Tangaroa the children of Tangaroa are gifts treasures that have been handed down not only sustain us as a vital resource, but also for us to retain a balance whereby we can appreciate and conserve them for future generations - Joanne Murray, Wharekura Kaiako - Putaiao (Secondary Science Teacher), Te Kura Kaupapa Maori O Te Rawhiti Roa I grabbed the flyer that Samara Sutherland sent to our school, as I knew my class would relish the opportunity to do more Environmental Education and I knew they would love the EOTC nature of the work. They are very environmentally aware and they love working towards protecting the environment. I was right. They had a ball with Samara and the team and they

11 loved the whole experience. They had a great day snorkelling at Reotahi and a fabulous day at Goat Island. The written work they produced was fabulous. I was particularly pleased with their poetic writing and I loved the way that the Marine Reserve became a wet library for the class on the day that we visited Leigh. They have experienced at first hand how fish live in a natural world, they understand that close in at Leigh the fish are not acting naturally and they realize the advantages and disadvantages of this. They have a much broader knowledge of fish and marine life and they understand the issues surrounding the establishment of Marine Reserves. They totally respect the passion that Samara has brought to her work and they were 100% genuine in their supportive submissions for the proposed Marine Reserves in the Whangarei Harbour. The Experiencing Marine Reserves Unit has taught them many things and I am very pleased with their involvement and the professional and caring way Samara conducted the course. As the teacher involved in the Experiencing Marine Reserves educational experience I am totally in awe of Samaras work, passion, planning and with her patience in putting up with me as a teacher who needs every single i dotted and every t crossed. With the responsibility of the trip resting on my shoulders as the teacher in charge I would like to compliment Samara on the professional way she handled my needless worries over safety; I am very grateful that she endorsed and helped plan the 1:2 ratio for children in the water. I am really happy with the fabulous support adults that she provided and their professionalism and easy manner with the kids was wonderful. I love the way that Samara herself related to the kids and they responded to her really well. She always showed maturity beyond her years and is a truly special person. Her classroom manner and her knowledgeable presence made the children want to learn. She is great. - Jan Jones, Kamo Intermediate Teacher.

12 TOPIC: Marine Reserves Level 3/4 Suggested environmental education learning outcomes Students will develop: Knowledge and understanding of: The interdependence of living things in the marine environment. The impact people have had, and can have on the marine environment. The significance of marine reserves for protecting and enhancing marine biodiversity. The importance of working together as local communities, including the ethic of Kaitiakitanga (stewardship). Skills such as: Social and co-operative Physical Information Work and study Communication Problem solving Key Competencies: Thinking Making meaning Relating to others Managing self Participating and contributing Attitudes and values such as: Respect for others Appreciation and concern for marine life Awareness of the need for both individual and group action in maintaining and enhancing marine biodiversity Awareness of conflicts of interest in the use and protection of the marine environment IN: Snorkeling in a local marine area. Snorkeling in a marine reserve. Onshore activities at a local marine area and marine reserve. Achievement statements from selected curriculum statements that could be used as a focus for the environmental education topic. These include: Science Making Sense of the Living World Students can: Investigate & classify closely related living things on the basis of easily observable features (AO1) Use simple food chains to explain the feeding relationships of familiar animals and plants and investigate effects of human intervention on these relationships (A04) Making Sense of Planet Earth and Beyond Students can: Justify their personal involvement in a school or class initiated local environmental project English Oral Language: Interpersonal Speaking Students can talk clearly in small and large groups about experiences, events and ideas, organising material effectively and attending to others responses. Visual language: Presenting Students can combine verbal and visual features to communicate information, ideas or narrative through layout, drama, video, computer or other technologies Social Studies Resources and Economic Activities Students can explain how and why people view and use resources differently and the consequences of this. Time, Continuity and Change Students can explain how the ideas and actions of people in the past changed the lives of others. Place and Environment Students can explain how different groups view and use ABOUT: Marine life Treasure Chest. Listen to a Waiata about a feature in the marine area. Food Web Tug experiential learning activity. Carry out a survey to determine how people use a local marine area. Research the development of a marine reserve and find out how the reserve status has changed how people think and feel about, and use the marine area Suggested learning experiences that could enable students to meet the learning outcomes of environmental education in association with objectives from selected curriculum statements Students will: Look at and touch a variety of marine life from the Experiencing Marine Reserves Treasure Chest. Snorkel in both a local marine environment and in a marine reserve, identifying marine plants and animals. Take part in the experiential learning activity Food Web Tug to discover food chains and human impacts. Listen to a Waiata that describes a feature of the marine environment and retell the story in writing. Prepare and present an oral report following a visit to a local marine environment. Design and publish a pamphlet, role-play, chart or video to provide information for the public on the importance of marine conservation. Carry out a survey to determine how people use a local marine area and work out how the human impacts identified might affect the area. Research the development of a marine reserve and find out how the reserve status has changed how people think and feel about, and use, the fully protected marine area. FOR: Oral report to the school or local community. Pamphlet, role-play, chart or video to provide information to the public. Waiata to local community. Curriculum planner electronic template courtesy of the Northland Regional Council.Curriculum planner adapted from Guidelines for Environmental Education in New Zealand Schools..

13 EMR classroom activity ideas Below is a list of activity ideas for in the classroom, in between field trips. The how to of each activity is in the appendix under seaweek. Story Writing- to encourage students to think about the relationships that are formed in the marine environment as well as the effects and possible consequences that human beings have on these relationships. Rubbish Advocacy - to increase awareness of the links between land and sea through rubbish. Butt Bottles - to promote awareness of cigarette butts as a marine pollutant issue, and take action to reduce this form of pollutant. ABC in the Sea - to increase awareness of marine biodiversity, and incorporate a key learning area. Design your own Marine Reserve - to initiate or extend student awareness of New Zealand s Marine Reserves and Marine Parks. Connecting with your Catchment - to introduce or extend awareness of catchment areas and demonstrate their relevance to the marine environment. The Effect of Oil on Feathers - to investigate the effects of oil and detergent on the feathers of seabirds and how this may affect the bird individuals and populations. Marketing marine conservation - to get students involved in marketing marine conservation and getting people interested in caring for our oceans. Animal Feeding Energy Transfer - to gain an understanding of why animals (with focus on marine animals) need to eat, and what they eat. Sea Water Science- to investigate some properties of seawater to promote understanding of marine environmental conditions. Indigenous New Zealander s and the coast - to encourage awareness of New Zealand s coastal history in regards to our indigenous people. Patterns of diversity - to illustrate diversity in the marine environment through biology. Marine Life Fact Sheets - to illustrate the major threats to marine biodiversity and encourage students to think about the future if these threats are not controlled. Adopt a Drain to encourage students to take an active role in improving their school grounds and the community, by addressing a local issue. Limpets to introduce the idea of adaptation to life on the shoreline.

14 EMR Local area activity Describe and draw your local area below. How has this area been modified over time? 2005 Experiencing Marine Reserves/Nga Maunga ki te Moana Conservation Trust Supported by WWF-NZ, DoC & Pacific Development & Conservation Trust.

15 Kina Barren Story Change one thing and you change the lot Barry Crump. Draw arrows from one organism to the next to tell a story of what eats what. Write a sentence about the consequences if humans take too many of the main predators such as snapper or crayfish out of the marine reef system. How would this affect other marine life? 2005 Experiencing Marine Reserves/Nga Maunga ki te Moana Conservation Trust Supported by WWF-NZ, DoC & Pacific Development & Conservation Trust.

16 Diversity of Sea-shells Using the shell collection and nature flip guide, identify and list at least 5 sea-shells from your local beach. In your group, talk about where your shells live and what they eat. What would be the consequences of stormwater/sediment/pollution runoff for these organisms? 2005 Experiencing Marine Reserves/Nga Maunga ki te Moana Conservation Trust Supported by WWF-NZ, DoC & Pacific Development & Conservation Trust.

17 Marine Reserve activity Name So far we have looked into the diversity of life in our oceans and investigated our local marine areas. Today we are going to experience the Cape Rodney to Okakari Point (Leigh) no-take marine reserve! Marine reserves are a great way to view fish and marine organisms in their natural habitat. The objectives of our visit today are to be safe, identify as many marine species as possible and think about the differences between the marine reserve and our local unprotected areas. First, using the fish identification cards and the books provided, identify and draw three (3) fish or organisms that you saw while snorkelling at the marine reserve. FISH 1 FISH 2 FISH 3

18 What else did you notice? Compare and Contrast What are some of the similarities and differences between the marine reserve and your local marine environment? Down the middle of this table you can list similarities between the marine reserve and your local marine area, for example that they both face north-east. Now think of some differences. Some rows have been filled in for you; make sure you fill in the blanks! Marine Reserve Similarities Local Area Smaller fish Rocky shore Lots of different types of fish

19 True or False? Answer true or false for the following sentences: True (T) or False (F) Scientific study is not allowed in a marine reserve The Maori name for snapper is Tamure On average, 7 new marine species are discovered every fortnight Leigh (Cape Rodney -Okakari Point) was the first marine reserve to be established in NZ Less than 1% of NZ s mainland coast is fully protected, compared to up to 30% of our land Feeding the fish can change their natural behaviour Up to 80% of NZ s biodiversity is found in the sea You are allowed to collect shells in marine reserves Commercial fishing is allowed in a marine reserve Kina usually become less abundant and hide under rocks and crevices in marine reserves Large crayfish use their large claw to rip open kina to eat them 2005 Experiencing Marine Reserves/Nga Maunga ki te Moana Conservation Trust Supported by WWF- NZ, DoC & Pacific Development & Conservation Trust

20 Rock Pools Rock pools are like mini oceans and can give a great insight into the marine world, when you watch them quietly! The sheltered rock pool creates an ideal area for diversity of species, providing protection from drying out and places to hide from predators. This results in higher competition between organisms for food and space, forcing some mobile species to move down shore where food and oxygen are more abundant, but more susceptible to getting washed off the rocks by waves. Sessile (permanently set to rocks) species that are tolerant find more space, but less food and more chance of drying up, higher up the rocky shore. In your group, find a rock pool (choose a big deep one, if possible). Quietly sit down next to the pool. What do you see? Use the laminated poster to identify organisms. How many different types of organisms can you count? Imagine if you were one of these organisms - What type of environmental conditions do you think you would encounter in one day????? (e.g. tides, salinity, temperature dryness/wetness, sun exposure, predators) List some ideas about adaptations that the organisms on the rocky shore might have to make to survive in this rock pool:...

21 Marine Organisms Use the laminated picture for the next two activities. The laminated picture shows a typical sub-tidal rocky reef system. Match the marine organisms (labelled A, B, C etc) to their description below by writing their key name in the right-hand column. Key names are listed beneath the table. Description Name A B C D E F G H I J K I am a herbivore and I am often seen lurking in the seaweed. My name is... I am a brown algae extending down from the low tide mark. My name is... I am found below the wave action. I love to graze on seaweed, as I have grinding mill teeth that chop down seaweed like an axe man chops down a tree. My name is... I eat small kina and usually hang out near the Ecklonia forest. My name is... I am found where light reaches the rocky bottom. I am attached to rocks with my hold fast. My name is... I have the largest ranging diet of all reef fish. I help control populations of kina. My name is... I love to graze on the pink algae on rocks. I take ages to grow big. My name is... I am often found at mid-water (in between the bottom and surface of the ocean) eating plankton. My name is... I live in dark holes by day and scavenge around the reef at night. My name is... I am a slow growing animal (filter feeder) found in deeper water. My name is... I feel my way around on the seabed with my barbels. My name is... L I like to chase after plankton in mid water. My name is... Key names: sponge; blue maomao; demoiselle; snapper; crayfish; bladder kelp; ecklonia; red moki; butterfish; goat fish; paua; kina Experiencing Marine Reserves/Nga Maunga ki te Moana Conservation Trust Supported by WWF- NZ, DoC & Pacific Development & Conservation Trust

22

23 Now tick off the relevant boxes below to describe each rocky reef organism: Molluscs (soft body) Bivalve Herbivore Filter feeder Carnivore Vertebrate Invertebrate (no backbone) Sand Mid water Open water Caves/crevices Rocks Plant Animal Snapper (Tamure) Crayfish (Koura) Sea urchin (Kina) Leatherjacket (Kokiri) Blue maomao Eagle ray (Whai keo) Ecklonia seaweed (Rimurimu) Sponge (Kopuputai) Mussel (Kutai) Anemone (Kotore moana) Paua Nudibranch (Sea slug) Red moki (Nanua) Goat fish (Ahuruhuru) Parore Spotty (Paketi) 2005 Experiencing Marine Reserves/Nga Maunga ki te Moana Conservation Trust Supported by WWF-NZ, DoC & Pacific Development & Conservation Trust

24 What do you think of marine reserves now that you have experienced one first hand? What difference do you think a marine reserve would make near your school? What could you or your class do to make a difference at your local marine area? 2005 Experiencing Marine Reserves/Nga Maunga ki te Moana Conservation Trust Supported by WWF-NZ, DoC & Pacific Development & Conservation Trust

25 Experiencing Marine Reserves Secondary Unit Ideas (adapted from schools on the Experiencing Marine Reserves programme) Level 3 - Science AS90728 version 1 Purpose - Research a current scientific controversary Example Use marine reserves as a research topic Eg Leigh Marine Lab website vs Seafriends Level 3 - Biology AS90713 version 1 Purpose - Carry out an investigation into an aspect of the ecological niche of an organism with guidance Example Investigate kina inside and outside a marine reserve. Take note of hiding and non hiding behaviour, predators present or absent and seaweed cover Level 2 - English version 3 Purpose To read transactional oral text closely Example Listen to a variety of speakers to do with the marine environment & marine reserves Eg Dr Bill Ballantine, Roger Grace, Samara Sutherland and/or Tony & Jenny Enderby Level 2 - Social Studies AS90273 version 2 Purpose Advanced social studies inquiry Example Social studies inquiry into a new marine reserve proposal (Mimiwhangata discussion document ( or Kamo High School application ( or possible new site Level 1 - Biology AS90164 version 2 Purpose To describe ecological characteristics found in two biological communities Example Compare local non protected area to fully protected marine reserve, using human intervention (some vs none ), shelter (more kelp) predation (increased due to an increase in abundance), grazing (increased due to an increase in abundance).

26 EMR Resources 2nd Edition CD features Marine biodiversity and habitats Marine reserves information Interactive map of all New Zealand marine reserves as of 2003 Animated and interactive material Underwater video clips and many amazing images Available for PC and Mac computers "I found the 1st edition 'Experiencing Marine Reserves' CD Rom an exceptional resource - it was interactive, interesting, colourful and very student friendly" Doug Clarke, Ngunguru School Year 7 & 8 Teacher EMR CD ROM Quiz Questions Compiled by Allana Goldsmith for the Experiencing Marine Reserves programme 1. A Food Chain is used to describe...? HINT: look under Biodiversity 2. Endemism means...? HINT: look under Biodiversity or the Glossary 3. What fish can inflate its body with water and become the shape and size of a large football? HINT: look under Biodiversity Marine Species 4. Piopiotahi (Milford Sound) Marine Reserve (1993) has a unique environment where...? HINT: look under Marine Reserves Locations 5. One benefit of a marine reserve is that fish survive and grow in a reserve. HINT: look under Marine Reserves Benefits 6. List three advantages of a network of marine reserves, by PISCO, 2002? HINT: look under Marine Reserves Network Design 7. After the creation of a marine reserve at Leigh (1977), research showed a big increase in and reduced the density of, which HINT: look under Marine Reserves Research 8. At present, fully protected marine reserves encompass less than % of the worlds seas (NCEAS, 2003) HINT: look under Marine Reserves Purpose 9. % of our land biomass is protected in reserves compared with % of our territorial sea. HINT: look under Marine Reserves Purpose 10. In years 10years

27 20-25 years HINT: look under Conservation Leigh Interactive 11. What is bycatch? HINT: look under Conservation Threats 12. Name one advantage and one disadvantage of aquaculture? HINT: look under Conservation Threats 13. Today, the traditional practice of Rahui is designed to....? HINT: look under Conservation Protection 14. The Fisheries Act 1996 is administered by and is responsible for the. HINT: look under Conservation Protection 15. What is a Keystone species HINT: look under Programme Glossary 16. Maui s Dolphin is the world s, dolphin. The decline of Maui s Dolphin is thought to be caused by. HINT: look under Biodiversity Marine Species 17. Auckland Island marine reserve (2003) extends out to the, protecting habitats. HINT: look under Marine reserves Locations 18. In an unprotected area there are. In a protected area there are. HINT: look under Conservation Local vs Reserve 19. The main producer in the marine environment is. HINT: look under Biodiversity Ocean Food Webs 20. In a rocky reef what do Goat fish use their barbells for? HINT: look under Biodiversity Marine Habitats 21. True / False Paua can bleed to death if you cut them. HINT: look under Biodiversity Marine Habitats 22. Overfishing is the biggest threat to New Zealand s biological wealth. Evidence for this, in the last decade is... HINT: look under Conservation Threats. 23. Trawl nets are destroying coral forest by...? HINT: look under Conservation Threats 24. Pollution from the land can include...? HINT: look under Conservation Threats 25. What is the name of the marine reserve on the east coast, north of Gisborne? HINT: look under Marine Reserves Locations

28 EMR Quiz Answers 1. The organism is eaten by others in a biological community. 2. Not found elsewhere 3. Porcupine fish ( puffer fish) 4. A layer of freshwater sits on top of saltwater, allowing deepwater species to live in shallower water. 5. Longer, bigger 6. Self-sustaining, remote dispersal, and habitats protected 7. Large predatory snapper and crayfish, kina, increase in quantity of large seaweeds 8. 1% 9. 30%, 0.1% 10. In Predators removed 5 years - Predators recover 10years- Grazers decline years - Kelp recovers 11. Catching species that were not intended to be caught. 12. Aquaculture has potential to impact on seafloor ecosystems, landscape and natural character values, public access and recreation, wave fetch and commercial, customary and recreational fishing. Aquaculture also has the potential to create jobs and reduce pressure on wild stock 13. Help manage the impact of commercial and recreational fishing of customary fisheries 14. Ministry of Fisheries, sustainable management of New Zealand s fisheries. 15. Very important functional roles, fluctuations in their populations can have very significant impact on the entire community in which they live. 16. Smallest, rarest, commercial and recreational set net fishing near the coastline in their shallow water habitat nautical mile limit, shallow and deepwater 18. In an unprotected area there are kina barrens. In a protected area there are more / bigger fish. 19. Phytoplankton. 20. to taste and feel about for food

29 21. True 22. The collapse of scallop fisheries and dramatic decline on the bluff oyster 23. Trapping everything in their way, and repeatedly dragging over seamounts. 24. Industrial and agricultural chemicals. 25. Te Tapuwae O Rongokako Marine Reserve (1999)

30 The Experiencing Marine Reserves Video The Experiencing Marine Reserves video is based on the children s perspective of marine reserves. The video follows the children through experiences in their local marine environment, through to experiences at Leigh marine reserve. Experiencing Marine Reserves - Resources - Video (VHS) or DVD 2nd Edition Video features Children's perspective on marine reserves Illustration of the Experiencing Marine Reserves education programme concept Underwater footage Animation and sound Bilingual (English and M_ori) "It captures the children's emotions" Wade Doak, on the 1st edition video Voiceovers from Experiencing Marine Reserves video 2 nd Edition: Target Audience Primary audience: Schools Secondary audience: Teachers, Parents and the Wider Community People of New Zealand Purpose To inspire the audience to actively participate in the Marine Reserve experience Marine conservation advocacy tool Illustrate the concept behind the Experiencing Marine Reserves programme Distribution Throughout schools and community groups of New Zealand Experiencing Marine Reserves video/dvd Storyboard Scene 1 VOICEOVER New Zealand s marine environment is rich and diverse. We are the most marine nation on earth. New Zealand treasures the sea for kaimoana, leisure and employment. Evidence of human impact on our unique marine environment is increasing. This video explores one option for the conservation of marine biodiversity for future generations. Marine Reserves...an ecosystem based approach. Ka nui nga taonga, whakahirahira, nga taonga whai rawa i tenei takiwa o Aotearoa puta noa i te Ao Whanui. Nga taonga tuku iho o ratou ma, no mai rano, mai rano, mai

31 rano, o te aoturoa, o te ao taiao. Ko te nuinga o te iwi whanui, te tangata whai kaha ki te tiaki, ki te manaaki ara ki te tautoko te kaupapa e pa ana ki nga taonga a Papatuanuku, ara ki a Tangaroa hoki. Te Moana nui a kiwa.nga Tai a Rehua. Scene 2 - Local Unprotected Area VOICEOVER The Experiencing Marine Reserves programme takes children to their local unprotected marine area, then we take a look at the Leigh marine reserve and compare the differences. Let s see what lies beneath our local unprotected marine environment: Unprotected marine area.. Too little seaweed All fish hiding People don t see much Even though we won t touch Keeping their distance Away from us How are we meant to learn? Ko enei nga akoranga mo a tatou tamariki mokopuna, Ki te whai atu nga tikanga o ia rohe, Hei oranga mo te hunga kainga. Kia tirohia te whanuitanga o te ao taiawhio o ia takiwa puta noa. Scene 3 - Fully Protected Marine Reserve VOICEOVER Marine Reserves are no-take areas; all life and habitats within there boundaries are completely protected. In 2003 there were 18 marine reserves in New Zealand waters. On this video students experience the Leigh and Poor Knights Marine Reserves. Marine Reserves provide a focus for education and the conservation of the marine environment. Marine Reserves allow people to view fish in their natural habitat and monitoring shows they have allowed the recovery of exploited species such as snapper and crayfish. Marine Reserves help the protection of marine biodiversity, and support an ecosystem approach to marine management. Leigh marine reserve Lovely waters and wonderful fish Every where you look In and out of seaweed Gliding through the water Happy as can be Not noticing me!

32 Ko te tino putake, kia tupato, horekau e tika ana, kia tangohia nga mataitai kua whakaritea i te Rahuitanga o enei wahi. E tekau ma waru enei wahi mataitai kua whakarahuitia. I konei ka ahei nga akonga, ki te watea te wahanga whakaaturanga i runga i nga ataata whitiwhiti ahua. I roto i enei matauranga, ka puta te maramatanga, me pehea te tiaki, te whaka haere, ki te iwi whanui, nga wahi noho tuturu, nga momo, kaimoana ara nga mataitai hoki. I reira ka whai take ki te tukuna, ki te matakitaki, hei oranga mo enei tu momo taonga mataitai, ara te tamure me te koura. (Kia tautoko marikatia tenei kaupapa) Scene 4 Knowledge Through Experience VOICEOVER The students gain knowledge through experience to comment on Marine Reserves. Ka puta hoki te mohiotanga mai i enei akoranga, e pa ana ki te tiaki mataitai i roto I enei wahi rahuitanga. Scene 5 Community Focus VOICEOVER Our experiences are then put to the appropriate action within the community. I konei ka whakapuakina enei whakaaro, ara ki te pahotia, ki te whanau whanui o te takiwa. Scene 6 Awareness and Understanding VOICEOVER The marine environment needs to be protected for future generations. No-take Marine Reserves may seem like a sacrifice now, but time is running out and our marine world as we know it may change forever. Awareness and understanding has to be the first step towards conserving our seas The next step is up to you.. Tiakina nga mataitai mo ake tonu puta noa o tenei motu. He poto rawa te wa. Puritia enei taonga, kei ngaro, a ka huri haere mo te aha ano! He korero whakamutunga, he korero wero ki a tatou katoa. Kei a tatou te oranga Kei a tatou te kaha Whaia te hinengaro, o te tangata whakaarotia Ko tatou katoa te kaitiaki taonga o Tangaroa Kei a koe, kei ahau, kei a tatou katoa!! The End

33 Note: The voiceover s on this script were written by Samara Sutherland and EMR students and were translated by Whaea Patsy Shaw (Ngati Kuri) (please note that the M_ori translation is not the exact version of the English text). Poem by Holly Worthington. Storyboard compiled by Samara Sutherland and Brendan Shivnan. Copies of the Experiencing Marine Reserves DVD/VHS video and interactive CD Rom, are available from the Department of Conservation Conservancy offices nationwide or by sending a self addressed pre-paid package (big enough for either a standard VHS tape (CD/VHS) and / or a standard CD case for (CD/DVD)) to Samara Sutherland, Rockell Rd, RD1 Hikurangi, Whangarei or by ordering on Please indicate if you require DVD or VHS format.

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