News and Events article shared on the website is:

• a short celebratory piece that

• talks about what happened, what people did and said about it (quotes/feedback)

• is engaging

• explains what the purpose, outcomes and flow on affects could be (launching the group towards the next….) (feedback/next steps from participants)

• clearly reinforces the value of this sort of event/action for the Enviroschools programme

• has quality, engaging photos/images

• has appropriate use of te reo Māori

• can include videos

  
  

  For Enviroschools more information can be found here Enviroschools | An Invitation to Share your Enviroschools Story

Focus: deeper systems thinking, linking human activity and natural systems.

• Deforestation and Climate: If rainforests are destroyed, then CO₂ increases, affecting climate, which then impacts…

• Marine Food Webs: If krill numbers drop, then fish and whales…

• Energy Choices: If society invests in renewable energy instead of fossil fuels, then…

• Water Shortages: If people waste water during droughts, then farming, wildlife, and communities…

• Biodiversity Loss: If a keystone species (like bees) disappears, then pollination drops, crops decline, and…

Focus: sequencing cause and effect (chains of events).

• Pollution: If plastic goes into the ocean, then turtles might eat it, and then…

• Tree Cutting: If people cut down too many trees, then birds lose homes, and then…

• Energy Use: If everyone leaves lights on, then more electricity is used, and then…

• Water Saving: If families collect rainwater, then…

• Pest Animals: If possums eat leaves and fruit, then native birds…

• 
  

Upper Primary (Years 5–6, ages 9–10)

Focus: more complex reasoning, multiple causes and effects.

• Climate Change: If the Earth keeps warming, then ice melts, sea levels rise, and coastal towns…

• Overfishing: If too many fish are caught, then marine food chains…

• Renewable Energy: If more people use solar/wind power, then…

• Wetlands: If wetlands are drained, then water quality changes, and bird habitats…

• Recycling: If a school starts recycling, then less rubbish goes to landfill, which means…

• Write to local council about an environmental issue - rubbish bins, water leak, weed spraying, public transport.

• Write to businesses asking for financial support for items such as garden tools, mulch, seeds.

• Write to tradespeople asking for support with a project.

• Write to your school principal with an idea for a new garden/space/initiative or solution ie Trash Free Tuesday's, alternative to paper towels for hand drying, skink and gecko garden.

CONNECTED, LEVEL 4 2015, Is That So?

Connected 2016 Level 3 – Picture This

Teacher notes can be found here Talking to the River

School Journal Level 3 November 2024