Bird Monitoring

Assisting with an avian survey. This involves playing bird playbacks for a specified time and then listening for birds in the environment to call back. In and around the area we surveyed there is going to be a walkway built. So it's good to know that there are measures in place to help ensure the birds in the area are given consideration.  Once the raw data is processed a report will be written and sent to the client. The council puts in place lots of conditions which had to be adhered to before, during and after construction, to help ensure our flora and fauna are protected and science plays a huge role in this.

Mangroves 

Pūkeko Nest

Wetlands 

Information  about methods used to monitor birds

Threat Classification levels

Did you know that there we have a Threat Classification System (NZTCS)  which is used to assess the conservation status of species. This is how it all works

Threatened species

• At greatest risk of extinction, extremely rare, rare following severe historical decline, declining at an extremely high rate, or both uncommon and declining.

This category is subdivided into three conservation status

• Nationally Critical
• Nationally Endangered
• Nationally Vulnerable

At Risk

• Not considered threatened but could quickly become so if declines continue or if a new threat arises. At Risk species are either declining but not uncommon, or uncommon but not declining.
• Declining (population declining but still common)
• Relict (small population stabilised after declining)
• Naturally Uncommon (population is naturally small and, therefore, susceptible to harmful influences)
• Recovering (population is small but increasing after previously declining)

Threat Classification Status

Fish Rescue

Today I was able to observe and assist with a fish rescue and relocation. This is one aspect of  the many projects Ecologists are involved with. There are many sub divisions  being planned for and in this instance an existing stream was on the work site and before earth works could begin the creek needed to be cleared of fish etc.  The Ecologists often use an electric fishing machine, this puts a small electric current into the water an temporarily  stuns the fish making catching much easier. Today we caught 5 short fin Eels and several Koura. These were successfully re located to a nearby stream. 

Zapping of creek 

Adding net barriers  to prevent fish from entering creek. 

Releasing fish 

New habitat for fish 

Did you know we have nearly 40 native freshwater fish species and two types main types of eel – the shortfin and the longfin.

native-animals/freshwater-fish

Bats !

Did you know that Bats are New Zealand's only native land mammals and there are three species: the long-tailed bat, the lesser short-tailed bat, and greater short-tailed bat. Sadly the greater short-tailed bat is thought to be extinct.

DOC Bat video
Bat info
Auckland Bat info
Video Fun Facts About Bats

Long Tailed Bat 

Short Tailed Bat

More thinking about Metacognition

When the accessibility of the internet it is even more important that students are taught to question and critique  evidence. It’s OK for students to see you as a learner. This notion may make some of us feel a little uncomfortable especially if we tend to lean to the more traditional approach to teaching  often referred to a  teacher-oriented approach.  This traditional approach often involved the teacher only giving snippets to students as they saw fit with them often being seen as the holder of all knowledge.

If we are to equip our learners for  key 21st Century skills  they must be able to ask questions, critique information so they can make informed decisions.  In a Primary school setting I feel we are in an ideal place to plan science programmes which help facilitate  this process. The Science Capabilities provide direction of how we might begin this process.    

An interesting article on Metacognition

http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm

'...metacognition plays a critical role in successful learning, it is important to study metacognitive activity and development to determine how students can be taught to better apply their cognitive resources through metacognitive control...'( J, A Livingston 1997 )

Thinking about NOS

It has become very clear to me from my short time here at Wildlands being immersed in real life science  that teaching students science really is far more than learning knowledge. Knowledge can be learnt or perhaps even sourced furthermore, students will have many opportunities  to gain knowledge in whatever area they need.  However, it is the students ability to question, critique the knowledge that I understand to be lacking especially around science. I have been reading around the capabilities   and think they will help teachers to understand the skills students need to learn rather than going with the more knowledge based approach to teaching science. The capabilities also link to the NZC  key competencies  .

Personal Bias

Today, I finished chopping up carrots which are being used to entice hares to eat them. This process is called pre feeding. The idea is to get the hares eager to eat the carrots and then later bait new  carrots with poison.  Science is heavily involved in pest management, the ecologists have been working together researching the best method both from a cost, time and effectiveness.  The site is over run with hares and due to the location of the site other forms of pest control can't be used. There are issues with safety and flammability,ideally the hares would be shot ... 

So today I  have had to put personal bias aside and take a scientific approach to the problem... This got me wondering if personal bias plays a part in the science  topics we offer students. Are these chosen because teachers feel confident in teaching them and/ or have a personal interest in them...

The problem with Hares

Field Work 101

I have been able to see how new technology is used in science... we have been using lots of GPS trackers... the ecologists use them to mark the position of the lizard traps in the bush and then when you go back and set the traps using pieces of fruit you sort of know where to go if you follow the route on the GPS tracker...The traps have to be closed in bad weather as you MUST check the traps within 24 hours of being set. So weather apps are also used lots when planning the week/day.

Sample of a Lizard pit trap 

Checking out a local intermittent stream 

Hand searching for Rainbow skinks 

Handheld GPS tracking unit ,tags used to help locate  GPS in bush if dropped .

So What is The STLP all about

The Science Teaching Leadership Programme supports the Government’s strategic direction for Science in Society by providing opportunities for primary and intermediate schools and secondary science departments to enhance the teaching of science within their school communities. 

Programme objectives

·       Contribute to the professional learning and development of teachers of science resulting in improved knowledge, skills and confidence

·       Improve the leadership capabilities of participant teachers to increase the likelihood of sustained, effective school-based science teaching

·       Encourage participating schools to enhance their science programmes to better engage students and the wider schools’ community in science and to develop students’ science knowledge and skills

·       Lift the science engagement of the school community

·       Develop, maintain and leverage linkages with others in national science communities.

What is involved in the Programme

The Programme is a whole school/science department learning opportunity. It has a leadership focus and is not a general science professional learning opportunity for all staff. Schools nominate a teacher of years 1- 10 who they believe has the leadership potential and the commitment to make a difference for students and teachers in their school. There are two phases to the Programme.