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This document outlines the restoration and development strategies for the Western Springs Lakeside area, focusing particularly on biodiversity conservation, ecosystem management, and sustainable development goals. It demonstrates how protecting and restoring local ecosystems, including wetlands and lakes, can support educational activities. By incorporating these elements, teachers can design various STEM-related learning experiences for students, such as ecosystem health assessments, water quality monitoring, and biodiversity evaluations.

Moreover, the report highlights the significance of Māori culture and history, especially the traditional land management practices of Māori in the area. This provides students with an interdisciplinary learning opportunity that combines ecology and cultural preservation, further deepening their understanding of Māori culture and environmental sustainability.

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Water Quality Monitoring and Analysis (Science and Technology)

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Water Quality Monitoring and Analysis (Science and Technology)

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In this activity, students will deeply explore the water quality of Western Springs Park, using scientific and technological methods to monitor and analyze the health of the water while incorporating Māori culture into their learning. The main operations are as follows:

Water Sample Collection: Students will collect water samples from different locations in the park, learning how to choose appropriate sites and methods to ensure sample representativeness. During this process, students can learn about the respect for water bodies and the natural environment in Māori culture, as well as their traditional knowledge io rproecting water resources.

Water Quality Testing: Using simple water quality testing tools such as pH strips, turbidity meters, and dissolved oxygen testers, students will measure various parameters of the water. These tests will help them understand the health of the water body and its ecological balance, and recognize the role of Māori in water resource management, especially how they determine environmental health based on changes in water quality.

Data Analysis: Students will record test results and use charts and graphs to analyze the data, looking for patterns in water quality changes and discussing the potential impacts of these changes on the ecosystem. This process can also guide students to explore the Māori concept of "kaitiakitanga" (environmental stewardship and guardianship), emphasizing human responsibility in protecting ecosystems.

Reporting and Discussion: By organizing and presenting their findings, students can share their research results and discuss the relationship between water quality and biodiversity with their peers. They can also reflect on how traditional ecological knowledge from Māori people can combine with modern science to achieve better environmental protection.

Māori Perspectives on Water Management

This website provides valuable insights into the Māori people's respect for water bodies and the natural environment, along with their traditional knowledge in water resource management. It serves as an essential resource for educating students about these cultural perspectives and practices.

For more details, you can visit:https://teara.govt.nz/en/kaitiakitanga-guardianship-and-conservation

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Exploring Nature: A STEM Journey at Western Springs Lakeside

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Exploring Nature: A STEM Journey at Western Springs Lakeside

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This resource provides a structured interactive walking activity, guiding students in exploring the wetlands, wildlife, and ecosystems of Western Springs Park. Through hands-on tasks, students are encouraged to observe and engage with natural features such as water quality and biodiversity. In consideration of Māori culture, the resource also integrates traditional Māori ecological knowledge with modern environmental management. By exploring Māori practices in land use and conservation, students gain a deeper understanding of the cultural significance of wetlands and natural resources, connecting scientific learning with cultural awareness to promote a holistic understanding of sustainability.

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Native Plant Restoration and Ecosystem Exploration

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Native Plant Restoration and Ecosystem Exploration

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The report outlines the native bush restoration project at Western Springs Park, which aims to enhance the ecological environment and promote public engagement. The initiative plans to remove declining pine trees and subsequently plant over 8,000 native plants to restore natural habitats. This effort not only focuses on ecological recovery but also highlights the significance of Māori culture in land management, particularly in environmental protection and sustainability. Through this project, teachers can guide students to explore themes in STEM education, such as ecology, plant biology, and community involvement, encouraging them to understand and respect local natural and cultural heritage. By participating in tree planting activities, students will gain firsthand experience of the importance of environmental stewardship, deepening their awareness of biodiversity and sustainable development.

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During my field visit to Western Springs Park, I discovered a water resource management device. The video demonstrates the design and function of the weir, allowing students to learn how to monitor and manage water flow to maintain the health of the ecosystem. Additionally, it emphasizes the importance of water resource management for biodiversity conservation and encourages students to think about the relationship between human activities and the natural environment. Through this exploration, students can gain practical knowledge about sustainable development and environmental science, laying a foundation for future ecological conservation efforts.

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Investigating Biodiversity: The Australasian Swamphen in Western Springs Park

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Investigating Biodiversity: The Australasian Swamphen in Western Springs Park

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The video highlights the lifestyle of the Australasian swamphen in wetland environments, emphasizing the critical role these ecosystems play in maintaining biodiversity. From a STEM education perspective, it provides students with a valuable opportunity for field research and observation, encouraging them to explore important concepts such as ecological relationships, food chains, and habitat conservation.

Additionally, students can engage in data collection and analysis activities to gain a deeper understanding of ecosystem dynamics, such as monitoring the swamphen's nesting behaviors and population changes. These hands-on activities not only enhance students' scientific research skills but also raise awareness of the impacts of environmental changes on biodiversity.

Furthermore, the video can serve as a discussion starter, prompting students to consider the traditional knowledge of Māori culture regarding biodiversity conservation while integrating modern scientific perspectives. This interdisciplinary approach enables students to gain a more comprehensive understanding of the complexity of ecosystems and their relationship with human activities.

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BirdsLivingLife: Australasian Swamphen by the Water

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Solar Energy Model Design in Wetlands(Science, Mathematics, Engineering, Physics)

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Solar Energy Model Design in Wetlands(Science, Mathematics, Engineering, Physics)

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Overview:
Students will learn the fundamental concepts of solar energy while integrating engineering design principles to create solar panel models suitable for wetland conditions. Through this activity, students will not only grasp the basic concepts of solar energy but also apply the engineering design process in practical operations.

Activity Steps:

Introduction to Solar Energy Concepts (Science, Mathematics)
The teacher will introduce the basic concepts of solar energy and its significance in wetland ecosystems, emphasizing its role in environmental protection and sustainable development. By presenting sunlight data for wetlands across different seasons, the discussion will focus on the availability of solar energy. Students will be guided to calculate the average sunlight hours and intensity, using charts to analyze this data.

Engineering Model Design (Engineering, Physics)
Students will use provided materials (such as cardboard, mirrors, wires, etc.) to design and create a small-scale solar panel model. During the design process, they will also discuss the energy conversion efficiency of solar panels and the factors that influence it.

Testing and Evaluation
Students will test their models in sunlight, using a multimeter to measure the voltage and current produced by the solar panels. They will then calculate the power output and discuss the energy efficiency of their models. Additionally, students will compare the performance of different designs and analyze the various factors that affect their efficiency.

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In this video from NOVA's Energy Lab, learn about the benefits and limitations of converting the Sun's light and heat into electricity. Animations show how two solar power technologies-photovoltaic cells and concentrated solar power systems-convert the Sun's energy into electrical energy. Solar power technologies are environmentally friendly, but there are technological challenges that limit their widespread use.

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Wetland Ecosystem Design (Engineering and Environmental Science)

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Wetland Ecosystem Design (Engineering and Environmental Science)

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Activity Objective:
Through designing a model wetland, students will learn about the role of wetland ecosystems in supporting biodiversity and analyze their key functions in natural environments.

Required Materials:

Small transparent containers

Sand, gravel, soil

Plants (e.g., reeds, grasses)

Process:

Group Design: Students will be divided into groups to design and build a model wetland, using soil, plants, and water, and observe water flow and its impact on plant growth.

Data Collection & Analysis: Students will record plant growth and water circulation to analyze wetland functions.

Results Presentation: Students will use charts to present their findings and discuss how wetlands contribute to ecosystem functioning.

Relevance video link: https://www.youtube.com/watch?v=OKggI7WkRp4

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Wetlands are 'in between' areas - they are permanently or intermittently wet areas on the margins of drier land or along the margins of water bodies like lakes, rivers or the sea. The wet conditions create unique ecosystems - from the underlying substrates to the plants and animals specially adapted to live in them.

Repo (wetlands) are part of this beautiful landscaped narrative between wai and whenua.
Cheri van Schravendijk-Goodman

In between doesn't mean small or unimportant - wetland systems like Kopuatai Peat Dome cover nearly 10,000 ha, and Southland's Awarua-Waituna wetlands spread over 20,000 ha.

Unfortunately, these systems represent a fraction of the wetlands that once covered Aotearoa New Zealand. Prior to human arrival, nearly 10% of the land cover was wetlands. Over the past 150 years, 90% of wetlands have been drained or have deteriorated. Agricultural and urban areas now cover what were once diverse ecosystems and areas of cultural, economic and spiritual significance for tangata whenua.

As a society, we have gained a greater understanding of repo - their cultural values and the ecosystem services they provide - and work is under way to restore repo throughout Aotearoa.

Freshwater wetlands

The main freshwater wetland types in Aotearoa are bogs, fens, swamps and marshes. Wetland types are usually determined by the amount of water and where it comes from. Water flows influence nutrient availability and the types of vegetation the wetland can host.

Bogs get all of their water from rain, so they don't receive the nutrients that groundwater and surface water often deliver to other types of wetlands. Bogs are continuously wet - the water table is close to the surface, and this creates poorly aerated and acidic conditions. Plant material doesn't fully decay in these conditions, so peat slowly accumulates. Bogs have unique ecosystems with mosses, lichens, rushes and carnivorous plants. Peat bogs in the Waikato are home to the tiny, endemic insect called Fred the Thread.

Fens also have a peat substrate. Fens are located on slight slopes or at the edges of bogs so they are fed by both rain and groundwater, which provides extra nutrients. Fens tend to be wet, with the water table just below the surface, but there can be dry patches too. Vegetation includes tussock grasses, sedges, mānuka and tall herbs.

Swamps are fed by both surface water and groundwater so they get regular influxes of nutrients. Swamps often form in valley floors, basins, deltas and plains so they have standing water that can be fairly deep. Vegetation includes raupō, sedges, rushes, harakeke and trees such as kahikatea, pukatea, swamp maire and tī kōuka (cabbage tree).

Marshes are the most nutrient rich of the freshwater wetlands. Marshes are located alongside rivers, lakes and other marginal areas. They have seasonal water fluctuations, which means they can be dry in summer but wet in winter. Vegetation includes rushes, grasses, sedges and herbs.

Aotearoa also has some uncommon wetland types including geothermal wetlands and plutonic wetlands. Plutonic wetlands form in caves and underground streams. There isn't enough light for plants to grow, so the ecosystem includes fungi, microbes, insects and fish.

Marine wetlands

Estuaries are the wetlands that form between the land and the sea where freshwater mixes with saltwater. Estuarine wetlands include marshes, seagrass meadows, mudflats and mangrove forests. These are some of the most productive ecosystems in the world.

Defining wetlands

Although ecologists like to create labels, wetlands don't always fit into discrete categories. Wetland systems can have different types of repo within them. Whangamarino Wetland, located in the Waikato region, is a combination of peat bog, swampland and open water. There can be quite a bit of variation within wetlands, and if environmental conditions change, the ecosystems the wetland supports will change too.

Related content

Acknowledgements

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Wetlands are 'in between' areas - they are permanently or intermittently wet areas on the margins of drier land or along the margins of water bodies like lakes, rivers or the sea. The wet conditions create unique ecosystems - from the underlying substrates to the plants and animals specially adapted to live in them.

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Biodiversity Survey: Observing the Australasian Swamphen and Local Species (Science)

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Biodiversity Survey: Observing the Australasian Swamphen and Local Species (Science)

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Activity Objectives:

Observe the Australasian swamphen, investigate the biodiversity of Western Springs Park, collect data, and analyze ecological interactions to enhance understanding of ecosystem dynamics and diversity.

Required Materials:

Binoculars for observation

Observation notebooks

Camera or smartphone for recording observations

Species observation data sheets (including species name, location, time, and behavior)

Field guides for local birds and other species

Specific Steps:

Grouping and Introduction:

Divide students into small groups and provide each group with observation notebooks and species observation data sheets. The teacher will briefly introduce how to use these materials to ensure students can effectively record their observations.

Field Observation:

Students will conduct field observations at different locations in Western Springs Park, primarily focusing on the common Australian Black Coot and other local species. By using binoculars, students will carefully observe bird behaviors, recording the time, location, and weather conditions, and taking photos for later analysis.

Data Collection and Analysis:

After observations, students will organize and analyze the collected data, using charts and graphs to visualize their findings. This process will help students understand ecological interactions among different species and their roles in biodiversity.

Results Sharing and Discussion:

Students will present their findings and discuss the observed ecological interactions and their impact on the biodiversity of Western Springs Park. This will provide students with an opportunity to reflect on and discuss ways to protect and promote biodiversity.

This is an encyclopedia of birds that can be used as a knowledge extension to popularize science to students. https://auckland.primo.exlibrisgroup.com/permalink/64UAUCK_INST/13vfdcn/alma99242986014002091

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The Australasian swamphen ( Porphyrio melanotus) is a species of swamphen ( Porphyrio) occurring in eastern Indonesia (the Moluccas, Aru and Kai Islands), Papua New Guinea, Australia and New Zealand. In New Zealand, it is known as the pukeko (from the Māori pūkeko). The species used to be considered a subspecies of the purple swamphen.

The Australasian swamphen occurs in mainland Australia, eastern Indonesia, the Moluccas, Aru and Kai Islands, and in Papua New Guinea. It is also found on New Zealand's main islands and in the Chatham and Kermadec Islands. It has a small shield, black upperparts, and a purple throat and breast. P. p. pelewensis (Hartlaub & Finsch, 1872) from Palau, resembles melanotus but has greener upperparts and is smaller. P. p. melanopterus (Bonaparte, 1856) is found from the Lesser Sundas and Moluccas to New Guinea. It is as melanotus but smaller, more variable and less blue in the upperparts. P. p. bellus (Gould, 1820) from West Australia is as melanotus but has a cerulean blue throat and breast. P. p. samoensis (Peale, 1848) occurs from New Guinea to New Caledonia and Samoa, and is as melanotus but smaller, with a brown tinge on the back

Establishment in New Zealand

According to the Heather and Robertson Field Guide,[page needed ] the bird seems to have become established in New Zealand about 1000 years ago. According to Millener (1981), it invaded from Australia less than 1,000 years ago. It is also assumed to have spread from Australia to New Guinea. Some assume that it became established before humans in New Zealand, but all known fossils occur in sites younger than 400 years and there is no evidence that they were on the main islands of New Zealand before the Māori arrived. East Coast Māori say they came to New Zealand on the canoe which arrived about 24 generations ago. The Aotea tribe of the West Coast say that their ancestors introduced pukeko in the Aotea canoe.

In support of the belief that it is a good flyer, and may have self-introduced, a dead pukeko was found on L'Esperance Rock, a tiny, isolated rock in the Kermadec group, more than 200 km from the nearest established population. This demonstrates the ability of swamphens to fly great distances over the sea. This ability to disperse is not unique to swamphens, but is common to all continental Rallidae, hence they are often found on remote islands.

The New Zealand population (along with green-yellow swamphens in Tasmania) are possibly slightly larger than mainland Australian birds, but are otherwise identical. When threatened, they will often walk away from danger rather than fly. When they fly, take-offs and landings are clumsy, and short flight distances are preferred.

Australasian swamphens are considered to be the ancestors of several island species including the extinct Lord Howe swamphen and two species of takahē in New Zealand. On islands where closely related species have become extinct or declined due to human interference, such as New Zealand or New Caledonia, this species has established itself relatively recently.

They live in groups of 3-12 individuals and are known to group together and shriek loudly to defend nests successfully during attacks by Australasian harriers. When unsuccessful at repelling predators, they may abandon their nest sites. A recent arrival to New Zealand, they have thrived in an environment that now contains introduced predators such as cats, rodents and mustelids (Brunin and Jamieson, 1995).

The colour red was associated with nobility and power by Māori in New Zealand, so the bird was held in high esteem and held as a chiefly pet because of its red beak and legs. In Samoa, where it is called manuali'i (literally, "chiefly bird"). Red was the prized color of Polynesian aristocracy and while birds with red plumage (such as the red-tailed tropicbird, some Hawaiian honeycreepers like the ʻiʻiwi and maroon shining parrot) were highly prized, the swamphen was unique in deriving its prestige not from plumage but from its reddish face, beak, and legs. In old Samoa only chiefs could keep such birds as pets, and early European sailors noticed tethered and/or caged swamphens treated by Samoan chiefs as tamed pets. Some Samoans also considered the swamphen to be the incarnation of a mischievous, aggressive demon called Vave. There is no tradition of swamphens being taken as sport game or poultry food, except perhaps in time of necessity.

Pukeko are known for their bold scheming and determination. In times past, they raided gardens for kumara (sweet potato) and taro. A stubborn, annoying person was compared metaphorically to the bird, and was said to have pukeko ears ( taringa Pākura, using Pākura, another Māori word for the pukeko). They are known to steal eggs from each other and this is an indication of their character.

Māori mythology

In New Zealand, the pukeko is mentioned in the Māori myth "How the Kiwi lost her wings" in which several birds of the forest are asked to come down from the trees to eat the bugs on the ground and save the forest, but all give excuses except the kiwi who is willing to give up his colours and the ability to fly. The pukeko's excuse is that it looks too damp down there, and he does not want to get his feet wet. The pukeko is punished for his reluctance and told he must now live forever in the swamps.

By one account, the pukeko is the spawn of Punga (the ancestor of sharks and reptiles - enemies of the people) but was claimed by relative (and high chief) Tawhaki. Tawhaki cut himself while cutting timber and so daubed the pukeko's forehead with his own blood to signify their bond. So the mischievous pukeko gets his character from Punga and his noble badge from Tawhaki.

In New Zealand, they are protected as native gamebirds, meaning they may be hunted only under licence (from Fish and Game) during the duck shooting season. Sometimes there is an extended season on the West Coast of the South Island of New Zealand. They are not generally hunted for food and most are not collected after the hunting session. They were sometimes eaten by Māori but were considered poor food, being sinewy and tough. In a written account given over 100 years ago, Māori were described as trapping pukeko (near Lake Taupo). They would choose a suitable place where pukeko were known to feed, and drive a series of stakes into the ground. These stakes were connected by a fine flax string. Hair-like nooses (made from cabbage tree fibre) were then dangled at the appropriate height, from the flax string, to catch pukeko as they fed after dusk, in the low light conditions.

In New Zealand and Australia populations have expanded due to the creation of new artificial lakes and ponds. The subspecies endemic to Palau has been considered endangered as well, although a 2005 survey found that the subspecies, while potentially threatened, is at least now still common.

Nesting, breeding and rearing are as for the general species, see purple swamphen. In New Zealand they nest, typically well hidden in the middle of a clump of raupo, between August (end of winter) and March (start of autumn). Most eggs are laid between August and February with breeding reaching a peak in spring between September and December. New Zealand pukeko are joint-nesters and multiple females will lay their eggs in the same nest. The recent development of a useful PCR-based genetic marker to determine the sex of Pukeko has revealed that there is no evidence of sex ratio bias in hatching-order. Patterns of growth, survivorship and adult dominance in this species is therefore attributed to hatching order rather than offspring sex

Birds are often seen singly, or in groups of two to three, foraging for food beside motorways or roadside ditches, and collecting grit. A study showed that the preferred grit colour is red (followed by yellow and lastly blue) even though red grit is less common. Roadkill is a cause of mortality.

1. ^ Marchant, S.; Higgins, P. J., eds. (1993). Handbook of Australian, New Zealand and Antarctic Birds. Volume 2, Raptors to Lapwings. Melbourne: Oxford University Press. p. 590. ISBN 978-0-19-553244-9.

2. ^ Trewick, S.A. (1996). "Morphology and evolution of two takahe: flightless rails of New Zealand". Journal of Zoology. 238 (2): 221-237. doi:10.1111/j.1469-7998.1996.tb05391.x.

3. ^ Trewick, S. A. (1997). "Flightlessness and Phylogeny amongst Endemic Rails (Aves: Rallidae) of the New Zealand Region". Philosophical Transactions: Biological Sciences. 352 (1352): 429-446. doi:10.1098/rstb.1997.0031. PMC . PMID 9163823.

4. Steadman D, (2006). ^ Extinction and Biogeography in Tropical Pacific Birds, University of Chicago Press. ISBN 978-0-226-77142-7

5. ^ Corey & Shirley Muse, "The Birds and Birdlore of Samoa," 1982.

6. "Pākura" in Māori Dictionary, ^ http://maoridictionary.co.nz/search?idiom=&phrase=&proverb=&loan=&histLoanWords=&keywords=pakura

7. Taylor, P. B. (1996). "Family Rallidae (Rails, Gallinules and Coots)". ^ In: del Hoyo, Josep; Elliott, Andrew & Sargatal, Jordi (eds.) : Handbook of Birds of the World Vol. 3 (Hoatzin to Auks): 197, Lynx Edicions, Barcelona. ISBN 84-87334-20-2

8. ^ Vanderwerf, Eric; Wiles, Gary; Marshall, Ann; Knetch, Melia (2006). "Observations of migrants and other birds in Palau, April-May 2005, including the first Micronesian record of a Richard's Pipit". Micronesica. 39 (1): 11-29. ISSN 0026-279X.

9. ^ Craig, J. L. (1980). "Pair and group breeding behaviour of a communal gallinule, the Pukeko, Porphyrio p. melanotus". Animal Behaviour. 28 (2): 593-603. doi:10.1016/S0003-3472(80)80068-6.

10. ^ Healey, M. R.; Hing, J. S.; Dey, C.J.; Quinn, J. S. (2017). "A novel PCR-based genetic marker shows that sex of offspring does not account for hatch-order effects on growth, survival and dominance in Pūkeko Porphyrio melanotus melanotus". Ibis. 159 (4): 725-733. doi:10.1111/ibi.12486.

11. ^ Clare Washington (Lincoln University) did a study in Christchurch - found in ASSAB 2000 27th annual conference

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The Australasian swamphen ( Porphyrio melanotus) is a species of swamphen ( Porphyrio) occurring in eastern Indonesia (the Moluccas, Aru and Kai Islands), Papua New Guinea, Australia and New Zealand. In New Zealand, it is known as the pukeko (from the Māori pūkeko). The species used to be considered a subspecies of the purple swamphen.

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The Science of Water: Analyzing Motions Creek Weir

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The Science of Water: Analyzing Motions Creek Weir

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Overview:
Students will explore the functions of Motions Creek Weir and its impact on the local ecosystem, learning how to understand and analyze water resource management and its importance in environmental protection through the methods of science, technology, engineering, and mathematics.

Activity Steps:

Water Flow Observation and Data Recording (Science, Mathematics, Technology)
Students will be divided into groups to visit Motions Creek Weir, where they will observe characteristics of the water flow, such as flow rate, water level, and flow volume, using tools like flow meters for measurement and recording data. Students will organize the collected data into a spreadsheet, calculating the average flow speed and flow volume. They will use visualization tools to create graphs showing changes in water flow and water level, analyzing data trends.

Designing a Water Management Plan (Engineering)
Based on their observations and data analysis results, students will design a plan to improve water management at Motions Creek Weir, considering aspects such as flow regulation, ecological restoration, and enhancement of biodiversity.

Environmental Impact Assessment (Science, Engineering)
Students will analyze the impact of Motions Creek Weir on the local ecosystem, exploring its effects on aquatic organisms, wetland plants, and overall ecological balance. Students should propose suggestions on how to improve water management to enhance the quality of the ecological environment, such as increasing vegetation cover to reduce soil erosion.

Here is a document about the role of Māori in water resource management and traditional knowledge, which can serve as supplementary educational material for students. https://environment.govt.nz/assets/Publications/Files/MaoriPerspectivesonWaterAllocationFINAL.pdf

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Mapping and Navigating Western Springs Park ( Mathematics and Technology)

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Mapping and Navigating Western Springs Park ( Mathematics and Technology)

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Activity Objective:

Students will learn the basic skills of map-making by drawing a map of Western Springs Park, exploring spatial awareness and direction, and understanding the fundamental principles of navigation.

Required Materials:

Drawing paper and drawing tools (pencils, colored pens, etc.)

GPS devices or smartphones

Mapping software or online mapping tools

Protractors and rulers

Specific Steps:

Grouping and Introduction: Students will be divided into groups, and each group will receive drawing paper and drawing tools. The teacher will introduce the basic principles of map-making and the fundamental concepts of navigation.

Field Observation: Students will conduct field observations in Western Springs Park, using GPS devices or smartphones to record important locations' coordinates and features. They will observe different areas of the park and document information about the natural environment, facilities, and animals.

Map Drawing: Each group will draw a sketch of Western Springs Park based on the recorded data, marking important locations and paths. They can use protractors and rulers to ensure the accuracy of the drawings.

Navigation Test: Students will use their drawn maps to conduct navigation tests, exchanging maps with each other and trying to locate specific places according to the maps. This process will enhance students' sense of direction and spatial awareness.

Result Presentation and Discussion: Each group will present their maps and discuss the challenges and insights they encountered during the drawing and navigation processes, reflecting on how to improve the accuracy of the maps and the effectiveness of navigation.