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Mathematics, Science and Writing
This experience will address the following L1/2 Achievement Objectives:
English- Show some understanding of how to shape texts for different purposes and audiences
English- Select, form, and express ideas on a range of topics.
Mathematics- Create and use appropriate units and devices to measure length, area, volume and capacity, weight (mass), turn (angle), temperature, and time.
Science- Understand the processes of life and appreciate the diversity of living things.

As a teacher, provide a range of shells and fossils that come from the marine environment (there are kits are the museum and from science kits) that will provide these. Life sized photos taken from a trip to local areas would also work well.

Explain to learners that we will be writing descriptions today in order to engage an audience into learning more about marine life and rocky shore creatures and objects.

Each learner is to chose an object or creature from those available to describe. The purpose for writing is to write a description that allows the reader to use the information given to identify the creature being described e.g. The creature has a hard, orange outer.
Mathematics can be bought into this learning experience through measurement for example; The creature has a body that is 3cm long. The idea behind this learning experience is that learners can describe their marine creature in enough detail, that the reader can identify from a photo which creature they are talking about. The teacher needs to model a piece of writing before the learners begin so that they have clarity on what they are doing. For example; My creature has 2 sharp claws to grab things with. It has a hard, brown outer shell. My creature has 8 legs to walk on. Who am I?

These descriptive writing pieces can then be displayed in the classroom or shared digitally with whānau via platforms such as seesaw so that families can engage in the learning with their child and their child can share their new learning and knowledge with them.

An extension of this learning experience could be for learners to write another 'who am I?' descriptive writing piece at home after a trip with family to a local beach, river, pond or park. This will help to further deepen home school partnerships and widen the scope of the learning so that learners can see how they can further their learning in their everyday lives and experiences.

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Technology and Science
This experience will address the following L1/2 Achievement Objectives:
Technology- Understand that technology is purposeful intervention through design
Technology- Understand that technological outcomes are products or systems developed by people and have a physical nature and a functional nature
Science- Explore and act on issues and questions that link their science learning to their daily living

Begin by discussing what we know about water and the water cycle as a class. What do we already know and what would we like to know?
Next show the learners 3 clear containers of water- one that is clear from the tap, one that is filled with water from the local beach and one that is filled with water from the local river. Learners then need to write down a list of what they notice- what can you see, are there similarities? differences?
Next ask learners to rank the three jars from best water quality, to worst water clarity.
Why does water clarity matter? Class brainstorm activity.
Introduce clear testing tubes, with magnetic measures. Explain that these tubes were designed with the purpose of being able to test the visibility in the water. Quick pair share- why do you think we need to be able to test the visibility of the water? Explain that we will be measuring the water clarity today of the three samples and that we will take the tubes to the Marine Reserve and measure the water clarity there also when we visit.
Students work in small groups- one learner holding the tube and one learner looking for when they see the magnet as it is moved up the tube. As soon as the learner sees the magnet- they yell stop. As a group they then need to use a ruler or tape measure to see how far away the magnet is from the end of the tube (explain that this shows us the distance of visibility in the water).
Learners take turns looking at the 3 different samples of water and measuring the visibility of each.
Once this has been completed in small groups, collate the learners data. Do the results match? Are there any outliers?
Prompt learners to think about why water clarity is important for swimmers? for snorkellers?

Extension activity... where else in our local area could we go to test the water? Today we have tested water clarity- what else could we test the water for that helps us learn about the life in it? (acidity etc)

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Learning Experience 4- Protecting our Marine Life 

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Learning Experience 4- Protecting our Marine Life 

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Engineering, Technology and Science
This experience will address the following L2 Achievement Objectives:
Science: Recognise that all living things have certain requirements so they can stay alive.
Technology: Develop a plan that identifies the key stages and the resources required to complete an outcome
Technology: Understand that functional models are used to explore, test, and evaluate design concepts for potential outcomes and that prototyping is used to test a technological outcome for fitness of purpose.

Begin by showing the class the image above. What is happening in this photo? Discuss the idea of pollution and the impact that it can have- what do we know about the effects of rubbish on our sealife?

Your job is to be an engineer and think of and design a product that helps remove or prevent rubbish from entering the sea where it can hurt our marine life.

Individually, ask learners to think of an idea and draw a sketch (including labels) of something that might help reduce the ocean pollution. Some learners might design things such as nets, barriers or walls, special rubbish bins where the rubbish can't come out etc.

Once learners have created a sketch of their design, they need to consider the materials they are using.. prompt them to think about what materials work well in water, what materials are strong (if we use something weak, we may be adding to pollution when it breaks). Learners need to list the materials they need.

Explain to learners that models are created as a way to test new designs. Prompt them to think... why would we make a smaller model rather than a full sized one straight away?
Explain to learners that we will be making models of our designs and then testing them in our class environment (using our sand and water tray with rubbish added, to mimic the ocean environment).

Learners then engage in a process of making their functional model and testing it in the class environment. They need to evaluate their design and test multiple times once changes are made. They need to record their findings as they go.

Towards the end of the learning experience pose the following questions:
Can technology help us solve the problem of ocean pollution? Why/ why not?

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Learning Experience 3- Analysing the Seashore

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Learning Experience 3- Analysing the Seashore

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Mathematics and Science
This experience will address the following L2 Achievement Objectives:
Mathematics- Create and use appropriate units and devices to measure length, area, volume and capacity, weight (mass), turn (angle), temperature, and time
Mathematics- Conduct investigations using the statistical enquiry cycle: posing and answering questions; gathering, sorting, and displaying category and whole-number data; communicating findings based on the data.
Science- Recognise that there are lots of different living things in the world and that they can be grouped in different ways

Prior to visiting the Marine Reserve:
In small groups, learners need to measure for themselves what 1 metre squared looks like. They need to work together to do this and can use rulers, tape measures, string and paper. Initially they need to make this with paper to visualise what a squared metre is and then they need to tie string in a way that when laid out, measures 1m squared (this string will be taken with them as a group to the marine reserve).
In small groups, learners need to pose a question they want to investigate. Provide some ideas for those who are unsure. For example; what is the most common sea creature in a 1m square rock pool? Other groups might choose to investigate types of shells or seaweed in the sand.

At the Marine Reserve:
In their small groups, learners need to lay their string outline over the piece of beach they are wanting to survey, in order to answer the question they've posed. Learners need to count and record the sealife or seaweed, shells etc that they find. They may also take photos of what they find also.

Upon return to the classroom:
In their small groups, learners need to choose a graph to display the data they have collected (most may choose a pictograph or bar graph). As a group they need to make their graph. Next, each learner needs to analyse the data they have displayed in their graph and write 3 statements about what the data is telling them. They can then swap their statements with a buddy. Does their buddy agree with their statements/ conclusions? If so- well done! If not, prompt a further discussion asking learners to explain their thinking.

An extension of this learning experience could be that the class takes a trip to their local beach. They could repeat this activity. What differences in findings are there between your local beach and the beach at the Marine Reserve? Does the Marine Reserve have a higher number of marine life per square metre? Does your local beach have different life to the Marine Reserve?

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Learning Experience 2- Snorkelling at Goat Island

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Learning Experience 2- Snorkelling at Goat Island

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Science, Technology and English
This experience will address the following L2 Achievement Objectives:
Science- Recognise that all living things have certain requirements so they can stay alive.
Science- Recognise that living things are suited to their particular habitat.
Technology- Understand that technology both reflects and changes society and the environment and increases people’s capability.

Prior to the trip to the Marine Reserve:
Discuss with learners what they know about snorkelling. How does it work? Explain to learners that to go snorkelling, technology is used to increase their capability to learn. Do they understand that technology is more than just digital? Discuss the design and make up of a snorkel- how does it work? What does it allow you to do, that you wouldn't otherwise be able to?
Prior to the trip, it is also important to introduce them to types of sealife they may be exposed to. Show learners images of fish and seaweeds that they may see and give them links to articles and videos they can explore on their own.

At the Marine Reserve:
When learners are ready and have their snorkel- remind them to think about the features of their snorkel that are going to help them- what do I need to remember?
Learners go snorkelling at the Marine Reserve (this can be done with organisations such as Experiencing Marine Reserves).
If possible, the teacher or students can take underwater photos using a gopro or similar.

Upon return from the Marine Reserve:
Students can discuss the marinelife that they saw while snorkelling. They can write descriptions about what they saw and what they heard while snorkelling. Prompt learners to write about, and research if necessary, what they saw in the habitat of the creature. What made this habitat safe and ideal for the sea creature that you saw?

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Learning Experience 1- Exploring the Rocky Shore

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Learning Experience 1- Exploring the Rocky Shore

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Science
This experience will address the following L2 Achievement Objectives:
Science- Recognise that there are lots of different living things in the world and that they can be grouped in different ways.
Science- Recognise that all living things have certain requirements so they can stay alive.

Prior to visiting the Marine Reserve, ask students to draw a picture of a Rocky Shore. Have a class discussion about what life they may see or have seen in rocky shores before. What do they already know? This should activate their prior knowledge and help identify gaps. Provide a range of books and resources for learners to explore independently prior to the visit also.

While at the Rocky Shore, allow learners to explore the environment and record (with photos) or drawings, the life that they find in these areas. As they are observing, prompt them to notice and record where they found the creature (under the rocks, in the sand etc).

Upon return to the classroom, collate the information collected by all learners. Explain that they are going to classify the creatures into different categories- do they have suggestions for this? (crustaceans, echinoderms, snails etc).

In small groups, learners can classify the life that they found under each area by cutting up the pictures that were collated and then gluing it onto a preprepared chart. At the conclusion, have a whole class discussion and support the learners to explain where they placed each creature and why.

Learners can also be extended into thinking about what features of the rocky shore allow them to sustain life. Prompt learners to consider where they found each creature- and then think about what inferences they can make from these. For instance- where did we find the majority of crab? what about this place makes it an ideal place for a crab to live?
From these discussions, the teacher can guide further learning.

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Resource 5- Marine Reserves For New Zealand Book

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Resource 5- Marine Reserves For New Zealand Book

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Chapter 2 of this book is particularly useful for teachers who are wanting to learn about the Marine Reserve. It gives a history of how the area became a marine reserve and why. It also details the shorelines features which are important to know about when planning a trip with learners. It also contains information on the types of sealife that are present at Goat Island which is useful for teacher planning.

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Resource 4- Experience Goat Island Website

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Resource 4- Experience Goat Island Website

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This resource is useful as it gives teachers an overview of experiences that are possible at the Marine Reserve in its 'Must Do's' section. It also has information about the history of the Marine Reserve for teachers to learn about that they could then plan to teach their learners about prior to a visit. This website also has valuable information for teachers planning a trip to the Marine Reserve such as tips for how to get there, what facilities are available there and when the best times to visit are.

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History of Goat Island

The Leigh coast has long been inhabited by Maori. The bay was known was Whakatuwhenua and the island as Motu Hawere. The coast was a prolific fish, shellfish and crayfish gathering area for local Maori.

In the 1940s, large snapper were caught from the beach, and crayfish collected from rock pools by locals. Large amounts of kelp that washed onto the beach after storms were collected to use for fertiliser. By the 1950s and 1960s the marine life had been reduced due to fishing and collecting.

A marine laboratory was established by the University of Auckland to the east of the beach in 1964. Auckland University scientists had the idea of creating a protected piece of coast so that their studies of marine life would not be affected.

New Zealand's first marine reserve at Goat Island, officially called the Cape Rodney to Okakari Point Marine Reserve, was created in 1975 for scientific purposes. It covers 518 hectares of coastal sea.

Crayfish and snapper numbers increased once the area was protected. They fed on sea urchins, reducing their numbers and allowing the kelp forests to return. This in turn created more habitat and food for marine life, gradually returning the marine reserve to what all the coast was probably once like.

More than 100 species of fish have been recorded from the reserve. Invertebrate species that include crabs, sea stars and sea shells number in the thousands, just remember they are all protected in the reserve and cannot be collected.

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Goat Island Marine Reserve - Escape to Leigh

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The Leigh coast has long been inhabited by Maori. The bay was known was Whakatuwhenua and the island as Motu Hawere. The coast was a prolific fish, shellfish and crayfish gathering area for local Maori. In the 1940s, large snapper were caught from the beach, and crayfish collected from rock pools by locals.

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This video is valuable for teachers to learn about what the environment looks like at Goat Island and can help them to plan what kind of experiences would be safe and appropriate for their learners. It gives an idea to teachers of what the ocean is like and therefore what skills their learners may need to have if they are going to snorkel. It also shows areas where learners can work without entering the water to swim- such as the rocky shore and the walkway. This will allow teachers to have a better idea of what they can plan for their learners to safely engage in.

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Resource 2- The Underwater World Brochure 

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Resource 2- The Underwater World Brochure 

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This brochure is useful for teachers as it provides an overview of the types of life that are present at the Marine Reserve- including images and names so that they could then do further research if they needed to, to plan for and support students learning. It also gives a clear idea of the layout and location of different features at the marine reserve such as seaweed gardens, sponge gardens and kelp forests. This is useful as it provides an insight for teachers on the types of knowledge and learning areas they can possibly cover through learning experiences at the Marine Reserve.

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Cape Rodney- Okakari Point Marine Reserve- The Underwater World Brochure

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Photo Credit- Department of Conservation, New Zealand 

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Cape Rodney-Okakari Point Marine Reserve (Goat Island) is a marine reserve located in Northern Auckland, which can be visited as a day trip by bus for local schools. It is a great asset for the region to support STEM learning as it provides a local environment to take classroom learning up a level and provides many opportunities for hands-on, meaningful learning experiences to take place for all ages and levels of the curriculum.

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Resource 1- Department of Conservation Website

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Resource 1- Department of Conservation Website

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This is a great initial place for teachers to explore when looking into learning experiences at Goat Island.
It has a section on the history and culture of the marine reserve and also on the conservation efforts being undertaken here, with a lot of associated links they can click on for further information. The webpage also has a section on things to do... which includes snorkelling and walks of the area, along with information on the safety aspects of this.

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