Journey to the Deep Teaching Resource · 3 • Prepare to visit Journey to the Deep, or view the online fly-through documentary, and participate in person or virtually in their role

Journey to the Deep Teaching Resource

UNIT 1 ACTION PLANNER CONNECTED PEOPLE

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Written by: Susan Battye, Drama Magic Ltd. for the Department of Conservation

Published by: Department of Conservation

Copyright: Department of Conservation

Date: October 2012

Acknowledgements: The Department would like to acknowledge the contributions of Journey to the Deep Producer and Director, Sarah Burren of the Living Theatre Trust; Little Green Man Productions; the Journey to the Deep cast and crew; resource writer Susan Battye, Drama Magic Ltd; Sustainability Education Consultant, Bridget Glasgow; the Hauraki Gulf Marine Forum, Auckland Zoo and other organisations who contributed ideas, information and impetus to this resource; and the advisors and teachers who contributed to and critiqued the teaching and learning activities. Special thanks to former Arts Advisor, Sally Markham whose wisdom and guidance have influenced the Journey to the Deep production, and the drama approaches that inform this resource.

2 Journey to the Deep Teaching Resource



Science Level 3, English Level 3, The Arts – Drama Level 3

Big Ideas

People are part of the natural diversity of our planet. What we do does make a difference.

Everything is connected. We need to take personal and social responsibility for a sustainable future.

Ko au ko te taiao, ko te taiao ko au I am the environment, the environment is me

Journey to the Deep in the New Zealand CurriculumIn this integrated Inquiry Learning Unit students will explore how people’s actions can help or harm Tikapa Moana – the Hauraki Gulf’s marine environment. They will consider the significance of that within the context of their own lives, and the planet at large. Respect, Aroha, Manaaki, Kaitiakitanga

They will visit the Journey to the Deep theatre performance in person, or virtually, by watching the online fly-through Journey to the Deep documentary.

During the first stage of the Unit students will work in role as ‘marine scientists’ (MS) whose job it is to ‘investigate’ the state of the Hauraki Gulf’s marine environment and report their findings to the ‘Minister of Conservation’. Innovation, inquiry and curiosity

As ‘marine scientists’ they will:

• Brainstorm stories about their own and their family’s connection with the sea and its animals and plants, including sea birds (e.g. food, recreation, transport, songs, tangata whenua stories, art and employment). Thinking, Managing Self

• Work together to understand the way that different species have adapted to living in a marine environment

• Compare the findings of their study with an existing model

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• Prepare to visit Journey to the Deep, or view the online fly-through documentary, and participate in person or virtually in their role as ‘marine scientists’ Thinking, Using language, symbols and texts

During the next stage of the Unit students will:

• Develop the role of ‘marine scientist’ by reporting on their observations from their Journey to the Deep about the state of the Hauraki Gulf’s marine environment

• Pose questions, and in the course of answering them become ‘experts’ in particular areas of interest such as marine flora and fauna

• Gather information using the internet, the library and other sources, and by interviewing the ‘Head of the Laboratory’ (HL- the class teacher)

• Compare their information with the conservation model provided • Present their information to the class and to the ‘Minister of Conservation’,

using power point displays or posters which they will speak to in role as ‘marine scientists’ Thinking, Using language, symbols and texts, Participating and Contributing

As ‘marine scientists’ they will go on to:

• Propose a preferred action in response to their findings • Decide on and undertake an ecological form of action. Ecological

sustainability, Kaitiakitanga, Aroha, Manaaki Participating and Contributing

• Send postcards to ‘Doctor Turtle’ from Journey to the Deep, detailing their individual actions and points of investigation in response to what they have learnt

• Celebrate their work by sharing it with members of their wider school community Relating to Others, Manaaki


Learning Context

Achievement Objectives and Learning Outcomes

Achievement Objectives Learning Outcomes

SCIENCE CURRICULUM: LEVEL 3

Strand - Nature of Science

LO 2 Investigating in Science Ask questions, find evidence, explore simple models, and carry out appropriate investigations to develop simple explanations.

Strand - Living World

LO 2 Ecology Explain how living things are suited to their particular habitat and how they respond to environmental changes both natural and human-induced

Science Learning Outcomes

Students will be able to:1. Construct questions related to the

role of people in supporting the diversity of the Hauraki Gulf’s sea environment.

2. Explore a simple model related to the role of people in conserving the diversity of the Hauraki Gulf’s marine environment.

3. Carry out an investigation into the role of people in preserving the diversity of the Hauraki Gulf’s marine environment.

4. Develop simple explanations of the role of people in preserving the diversity of the Hauraki Gulf’s marine environment.

5. Explain how the Hauraki Gulf’s sea birds and marine flora and fauna are suited to their particular habitats and how they respond to environmental changes, both natural and human-induced.

ENGLISH CURRICULUM LEVEL 3

Strand – Listening Reading and Viewing

LO 1 Purposes and Audiences - Language featuresShow a developing understanding of how language features are used for effect within and across texts

English Learning Outcomes

Students will be able to:Show a developing understanding of how language features are used for effect within and across texts.

THE ARTS CURRICULUM: LEVEL 3

Strand – Drama

LO 2 Developing Practical Knowledge Use techniques and relevant technologies to explore drama elements and conventions.

The Arts-Drama Learning Outcomes

Students will be able to:Use techniques and relevant technologies to explore drama elements and conventions in the presentation of ideas about the Hauraki Gulf’s unique marine species and ecosystem.

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Resources Needed to Complete this Unit

Note: throughout this document the 2symbol indicates a reference to a file embedded in this PDF.

1. Access to the internet

2. Journey to the Deep fly-through documentary

3. Blank Inquiry Map (2 Inquiry Map.PDF)

4. Journey to the Deep Ocean Environment, Quiz 1 (2Ocean Environment Quiz_1.docx)


6. Journey to the Deep Ocean Environment, Quiz 3

(2Ocean Environment Quiz_3.docx)

7. Map of the Hauraki Gulf (HaurakiGulfMap PDF) (2Hauraki Gulf Map.pdf)

8. KWL Chart (2KWL Chart.docx)

9. Minister of Conservation Letter (2Minister of Conservation letter.docx)

10. Hauraki Gulf Marine Species photo gallery (2Available soon)

11. Journey to the Deep Photo Gallery (2Available soon)

12. Hinemoana (2Hinemoana.docx)

13. Consequence Wheel_ Stormwater_Model (2Consequence Wheel_Stormwater Model.docx)

14. Green Lipped mussels and a fish for dissection purposes (teacher to provide)

15. Green-lipped mussel anatomy (2Anatomy of a mussel.JPG)

16. Fish anatomy (2Anatomy of a fish.JPG)

17. Journey to the Deep Maori Vocabulary (2Maori Vocabulary.docx)

18. Ecosystem Engineers (2Ecosystem Engineers.docx)

19. Connected Consequence Wheel (2Connected Consequence Wheel.docx)

20. Action Planning Process Template (2Action Planning process.docx)

21. Environments of the Hauraki Gulf Marine Park posters: Our Changing Gulf: The Reefs, Our Changing Gulf: The Estuaries, Seabirds of the Hauraki Gulf, Underwater Life of the Hauraki Gulf, Shorebirds of the Hauraki Gulf. (Hauraki Gulf Forum) These can be accessed at: use www.haurakigulfforum.org.nz

http://www.arc.govt.nz/environment/coastal-and-marine/hauraki-gulf-forum/


Teaching and Learning Sequence

‘Connected People’, is the first of three Inquiry Learning Units related to the real or virtual Journey to the Deep theatre experience. The second Unit is ‘Defending Diversity’. The third is ‘Our Unique Marine Life’.

Before starting each Unit, gauge students’ prior knowledge to enable you to provide personalised and meaningful learning opportunities. The teaching and learning sequence provided in each Unit is intended as a guide only, for you to adapt to meet the needs of your students, school and community.

The learning approach follows an Inquiry Learning Cycle. Blank Inquiry Map (2 Inquiry Map.PDF)

Use the numbered activities below as learning steps rather than lessons. You may choose to combine two or three learning steps into one lesson, or spread one learning step out over several lessons, depending on your students’ prior knowledge and learning needs.

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Getting Started

Focus of Learning / TopicIntroduce the Big Ideas for this Unit:




Show the student-made video, ‘Flows to the Sea’ http://www.theoutlookforsomeday.net/films/2011/027/.

Invite students to comment on what they see happening in the film and how they feel about the problem being described. Is this something they also see happening in their own backyards? Is this ‘sea’ topic something that interests them?

Describe the Unit and the focus of learning to the students. They are learning to:

• Ask questions, find evidence, explore simple models, carry out investigations and develop simple explanations about New Zealand’s sea and ocean environment

• Explain how marine animals and plants are suited to their habitat, and how they respond to natural and human-induced changes to their environment

• Show a developing understanding of how language features are used for effect within and across texts. E.g. theatre

• Use techniques and relevant technologies to explore drama elements and conventions

http://www.theoutlookforsomeday.net/films/2011/027/


Preparing for the real or virtual Journey to the Deep learning experience

ResearchingConduct a brainstorm with students to assess their prior knowledge of environmental problems. Encourage them to consider problems in their local environment, New Zealand and the wider world. Record their responses.

Have them visit the New Zealand’s Ocean Environment page on the Ministry for the Environment web site http://www.mfe.govt.nz/issues/oceans/kids/oceans.html and use the information to fill in one or all three of the Close Reading sheets: JD Ocean Environment Quiz 1, 2, and 3 sheets.

(2Ocean Environment Quiz_1.docx), (2Ocean Environment Quiz_2.docx) (2Ocean Environment Quiz_3.docx)

You may choose which quiz to offer, depending on students’ capabilities and needs. Alternatively, you can use a quiz to test students’ learning at some point in the Unit.

Introduce students to the Maori values of aroha and manaaki, in the context of the sea. Have them view the Aroha and Manaaki videos on the DOC web site. http://www.doc.govt.nz/conservation-week-home/kids/joe-harawira-aroha-and-manaaki/ Encourage them to explore these values in the context of Zealand’s marine environment, and their own experiences of the sea and coast.

Show them a map of Auckland and the Hauraki Gulf. Explain that this will be the key focus of their ‘Connected’ study (2Hauraki Gulf Map.pdf).

Ask them a series of questions relating to the Gulf. For example:

• How far is it from our classroom to the Gulf? • What are the names of the ocean, harbours and major inlets that connect to

the Gulf? • What sorts of activities do people do in and around the Gulf? • How can we find out what we need to know to answer this question? • Who ‘owns’ the sea around New Zealand? • Who looks after the Hauraki Gulf’s marine environment, and its sea birds,

sea creatures and plants? • What’s the nearest beach or landing place to our school? • What direction does it lie in? • How far away from the school is it? • Can we pinpoint our school and the nearest sea coast on the map? • What places in the Gulf have students already they visited? • What was the environment like? What did you notice? (Science LO 1) • What further questions do we have?

http://www.mfe.govt.nz/issues/oceans/kids/oceans.html


http://www.doc.govt.nz/conservation-week-home/kids/joe-harawira-aroha-and-manaaki/


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1. Have students record on a KWL chart what they know about the Gulf and its surrounds. (2KWL Chart.docx)

2. How do they and their families interact with the sea? For example, food, recreation, transport, or work? What questions do they now have about the sea? (Science LO 1)

3. Introduce them to the Journey to the Deep performance concept. Explain that they will be taking part in a real (or virtual on-line) theatre experience that will take them into an imagined underwater sea world. To make this a rich experience, they will be asked to enter the experience not as themselves, but in a role as newly graduated ‘marine scientists’ (MS).

4. To help them commit to this important work, show a video of a real marine laboratory at work. What tasks do they see the marine scientists undertaking? TVNZ Meet the Locals-Leigh Marine Laboratory http://tvnz.co.nz/meet-the-locals/meet-locals-2007-episode-74-video-1877259 (Science LO 3) (Drama LO 2)

5. Explain that in the drama, you (the teacher) will also be given a role, as the overworked ‘Head of the Marine Laboratory’ (HL) who needs their help to do a big job. Use a lab coat or clip board to show that you are now in role. As HL:

• Present a letter from the ‘Minister of Conservation’ asking for help from the ‘marine scientists’ to examine the state of the Hauraki Gulf and its marine life (2Minister of Conservation letter.docx). Do they agree to help? (Drama LO 2)

• Ask one of the ‘scientists’ to ring the ‘Minister of Conservation’ on your behalf to let him/her know of their commitment. Use an imaginary ‘drama’ phone to build students’ belief in the drama. As HL, ask: “What did the Minister say”? [The ‘Minister of Conservation’ will later appear in the drama as a teaching colleague, so choose the ‘drama’ name carefully.]

6. Have students prepare to attend the Journey to the Deep performance http://www.journeytothedeep.com/ or to view the online documentary.

Classes taking part in the live show will be invited to nominate five student marine scientist group leaders per class group. The nominated student leaders will be given a special role to play during the theatre experience. They need to be able to take their role seriously, and to involve their peers in the experience. (Drama LO 2) (English LO 1)

http://tvnz.co.nz/meet-the-locals/meet-locals-2007-episode-74-video-1877259

http://www.journeytothedeep.com/


7. Before attending the live performance or viewing the online documentary, ask the students to decide on a name for their ‘Marine Laboratory’ and a motto that signifies their commitment to conservation. Have each student design and make a name badge to take with them to wear on the day of the performance: ‘Marine Scientist_____________’. [Ask them to use their first name, and not an ‘invented’ name]. Explain that they will use their badges back in the classroom as they work on the Unit, to show when they are in role, and when they are themselves. Similarly, when you speak from your role as ‘Head of the Marine Laboratory’ (HL) rather than as yourself, use an item of clothing or prop to signify that you are in role. The role does not require ‘acting’ so much as a shift in attitude – you are sharing power with the students. Use a ‘drama’ name different from your own, and which is not designed to provoke or be ‘clever’. E.g. Marine Laboratory Leader______ [e.g. your middle name, or a surname like Smith, or Whetu]. (Drama LO 2)

8. Introduce some of the sea animals and plants found in the Hauraki Gulf that the ‘marine scientists’ will encounter on the Journey to the Deep, such as the red-billed gull, bluebottle, sea horse, green-lipped mussel, butterfish, paddle crab, bull kelp, and bottlenose dolphin. Tell them they will also meet several marine creatures not native to New Zealand – a turtle (an occasional visitor to New Zealand) and an angler fish, not generally founding our seas. Hauraki Gulf Marine Species photo gallery (2Available soon) (Science LO 5)

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Visiting Journey to the Deep

1. Have students plan and carry out their real or virtual visit to Journey to the Deep. Explain that they will travel to and from the performance as themselves (staying in role is quite demanding). They will go into role as ‘marine scientists’ (MS) as they enter Journey to the Deep, putting their name badges on to signify this. Significantly, the ‘Head of the Marine Laboratory’ (HL) is ‘sick with a cold’ and not available on the day. HL sends a message via the teacher to let the class know she/he is not available, and wants the MS to be his/her ‘eyes and ears’ on the Journey to the Deep.

2. The MS will be given a series of tasks to carry out. They will be supported by dedicated Journey to the Deep guides provided by the production company.

3. At the end of the event, teachers will receive: • ‘Marine Scientist Survival Certificate’ access codes for class members • Journey to the Deep postcards for students to fill in and send to Lucky

the Seagull (a character in the Journey) • A set of Hauraki Gulf Marine Park posters.

At the end of the Journey to the Deep, the MS and HL will de-role, and return to school as themselves. (Drama LO 2)


Building on the Journey to the Deep learning experience

Researching and Taking Action1. Explain to the students how the visual effects used in Journey to the Deep were

created, inside and around Silo 6 – a series of former grain silos. Explain how the black lit theatre environment was designed to make the audience feel as if they were moving under water. Journey to the Deep Photo Gallery (2Available soon). [The same features will be visible in the online documentary, for classes or children experiencing Journey to the Deep virtually].

Ask the students:

• How did they feel taking part in the Journey to the Deep promenade theatre?

• What did they find scary, surprising or moving? • What things helped them to believe in the drama? (Theatre effects, lighting,

sound, set, costumes). • What did they notice about the way the puppeteers (in black) worked? • What do they imagine the costumes worn by actors are made of? • How did they feel when they met Hinemoana? Introduce the Māori story of

Hinemoana. (2Hinemoana.docx) • Do they think the experience would have been different if they had been

sitting down and watching the play? • What did the show make them think about? (Summarise on board)

(Drama LO 2)

2. Go back into role as ‘Head of the Marine Laboratory’ (HL) and apologise for missing the Journey to the Deep. [As HL, it’s important not to refer to the visit as a ‘show’. For the MS, it is real].

As HL:

• Ask the MS if you can see the ‘photos’ or ‘videos’ they took of the key events on the Journey to the Deep. [Note: these are drama ‘photos, not real photos].

• Have them recall the highlights of their visit by creating a series of freeze frame tableau ‘photos’ in drama form. (As the teacher, you can really photograph these to create a ‘gallery of images’ of the Journey).

• Have the MS bring their ‘photographs’ to life and speak a few words in role, either as a character from Journey to the Deep, or as MS, to recall how each part of the Journey made them feel. What did they hear, see, smell and feel physically? What emotions did they experience?

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[Hint: Ask them to create their ‘images’ facing the audience, so their faces are visible. Count them in calling: “five, four, three, two, one, Freeze!” or ask the class to create a drum roll followed by three claps to signify the image is ‘frozen’].

• Comment on what you see in the ‘images’ they have created. E.g. “I see a creature that looks as though it’s afraid of something falling on its head.” Reinforce the strength of what they actually do – not what you think it represents. Drama Glossary http://artsonline2.tki.org.nz/ecurriculum/drama/glossary.php

• Ask if they can recall any conversations they had, and what duties they had to perform as MS. Do they have anything to report about the state of our sea environment? What have they learnt about marine reserves? Did they receive any challenges? What were they? How did the challenges make them feel, as scientists? (Drama LO 2)

3. Have the MS work as a whole group to report what they have learnt as ‘marine scientists’. As HL, sum up in a KWL chart on the board what the MS have learnt and what they want to know now about the sea and its species. Promise that they will continue their investigations, and will start to specialise in their knowledge of marine species, because “that’s what scientists do” - they deal with facts and observation. (Science LO 1, LO 3, Drama LO 2)

Focusing tasks:As HL:

a) Ask the MS to consider a model of an investigation into the impact of storm water run-off from the street finding its way into the sea. (2Consequence Wheel_Stormwater Model.docx). What does this scientific model tell us about the positive and negative aspects of taking action over storm water? Show the film, ‘Flows to the Sea’, a documentary about waterways and the challenges we face if we are to improve our water quality. http://www.theoutlookforsomeday.net/films/2011/027/ How does this information connect with what they discovered during their Journey to the Deep? (Science LO 2 Drama LO 2)

b) Remind them that the ‘Minister of Conservation’ has asked them to prepare a presentation to explain how the Hauraki Gulf’s seabirds, sea plants and animals are suited to their habitats, and how they are responding to natural and human-induced changes taking place in their environment. (Science LO 5, Drama LO2).

http://artsonline2.tki.org.nz/ecurriculum/drama/glossary.php





Step 1. Have the MS view the documentary, ‘Land-River-Sea’: http://www.theoutlookforsomeday.net/films/2011/080/. After they have watched the film, have them brainstorm their jobs as scientists. What do they need to do now?

Step 2. Still in role as HL, ask the MS to take part in a marine laboratory session to examine the anatomy of one of two of the species found in the Hauraki Gulf: a Green-Lipped Mussel and a fish (2Anatomy of a mussel.JPG), (2Anatomy of a fish.JPG). As the teacher (out of role) explain key vocabulary.

Have the MS compare and contrast the anatomy of a real fish and mollusc with those in the images provided (2Anatomy of a mussel.JPG), (2Anatomy of a fish.JPG). [Note: Please follow scientific ethical procedures in the treatment of the fish and molluscs.] http://scienceonline.tki.org.nz/Teaching-science/Ethics

Can they identify:

• the features and characteristics of molluscs that let them live in the sea? • the adaptations mussels have made that let them live in the sea and not on

the land? • the factors that will help to ensure that the diversity of sea life in the

Hauraki Gulf is preserved, and the role that people can play in this?

The Māori viewpoint Have the MS consider ways in which the sea is important to Maori. Have them use their dictionaries and the Journey to the Deep Maori vocabulary to help them understand the meanings of the Māori words, and recognise Maori names for some of the species that live in the sea. (2Maori Vocabulary.docx) (Science LO 5, Drama LO 2)

Step 3. As HL: Ask the MS if they can create, as a group, a report for the ‘Minister of Conservation’ on the Green-Lipped Mussels. Focussing questions:

• How have the mussels responded to the state of the Hauraki Gulf’s marine environment? (2Ecosystem Engineers.docx)

• Are they as abundant as they used to be? • What is the impact of sedimentation? • Are they harvested in the same way as they used to be? If not, why not? • What role do humans have in preserving the mussel beds in the Hauraki

Gulf? • Watch the video, From the River to the Sea (Mahurangi College)

http://www.youtube.com/watch?v=Sp3dtbYCVIc




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• How do they feel about the message in the song, ‘Don’t Be Selfish With The Shellfish’? Is it important and accurate?

Have the MS fill in the Connected Consequence Wheel to express their understanding of relationships between Green-Lipped Mussels and their environment. (2Connected Consequence Wheel.docx)

The MS will create a ‘video’ report presentation for the ‘Minister of Conservation’ using drama frames, still images and their Consequence Wheel as part of their presentation. Their report will highlight the role people can play in preserving the diversity of life in the Hauraki Gulf’s marine environment. They will make recommendations, based on their research, about what needs to be done.

The ‘Minister of Conservation’ (a staff colleague) will receive the report, ask questions, and promise to get back to the MS at some point in the future. (Science LO 5 Drama LO 2)

MS who have taken part in the live performance will write postcards to Doctor Turtle at Journey to the Deep describing some aspect of their scientific work, and their response to the show.

Taking ActionYou may choose to take this step now, or to wait until the class has completed the three Inquiry Learning Units. Use the Action Planning Process Template provided(2Action Planning process.docx), or another action planning template.

Have students decide, as themselves, what they would like to do as a result of their learning, and how they can involve other members of their school community. For example:

• Make a drama presentation to inform other members of the school community about their learning from Journey to the Deep

• Draw attention to the misuse of stormwater drains by painting images of fish on the footpath beside the drains. (Resene Paints supply paint for community projects http://www.resene.co.nz/comn/envissue/paintwise_register.htm)

• Highlight the problem of people washing their cars in the street, causing chemicals and detergents to be washed down stormwater drains and into the sea

• Find examples of farmers or developers who have stopped sediment and effluent (wastewater) being discharged into waterways and going into the sea. Challenge others to do the same

• Find out about the health of the shellfish beds situated closest to the school, and tell others about their concerns


• Join ‘Sustainable Coastlines’, and volunteer to plant native plants along their local waterways to protect downstream water quality http://www.sustainablecoastlines.org/Kia_Ora/Sustainable_Coastlines_About_us.html

• Make a film documenting their efforts to enter into the ‘Outlook for Someday’ film challenge. http://www.theoutlookforsomeday.net/about/2012-film-challenge/

Have students carry out their ecological action, and review and evaluate the results.

Teaching and Learning Reflection

• What happened during the learning? • How did my students respond? • How will this learning contribute to a sustainable future? • How can this learning make a difference? • What’s next?

http://www.sustainablecoastlines.org/Kia_Ora/Sustainable_Coastlines___About_us.html


New Zealand Curriculum LinksN Z l d C i l Li k

New Zealand Curriculum Areas

Refl ecting and Evaluating

So What? Now What? Action and Review

Developed through

Leading to

Big Ideas

Focus of Learning/Topic

Furt

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the c

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cus of learning

Furt

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inqu

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in fu

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Question Generating

Finding Out

Immersion

Blank Inquiry MapModel adapted from http://socialinquiry.ssol.tki.org.nz

Sorting and Analysing

Exploring Values and Perspectives

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Science Level 3, English Level 3, The Arts – Drama Level 3

Big Ideas




Journey to the Deep in the New Zealand CurriculumIn this integrated Inquiry Learning Unit students will explore how people’s actions can help or harm Tikapa Moana – the Hauraki Gulf’s marine environment. They will consider the significance of that within the context of their own lives, and the planet at large. Respect, Aroha, Manaaki, Kaitiakitanga

They will visit the Journey to the Deep theatre performance in person, or virtually, by watching the online fly-through Journey to the Deep documentary

During the first stage of the Unit students will work in role as ‘marine scientists’ (MS) whose job it is to ‘investigate’ the state of the Hauraki Gulf’s marine environment and report their findings to the ‘Minister of Conservation’. Innovation, inquiry and curiosity

As ‘marine scientists’ they will:

• Brainstorm stories about their own and their family’s connection with the sea and its animals and plants, including sea birds (e.g. food, recreation, transport, songs, tangata whenua stories, art and employment). Thinking, Managing Self

• Work together to understand the way that different species have adapted to living in a marine environment

• Compare the findings of their study with an existing model


Front cover photo:

Written by: Susan Battye, Drama Magic Ltd. for the Department of Conservation

Published by: Department of Conservation

Copyright: Department of Conservation

Date: October 2012

Acknowledgements: The Department would like to acknowledge the contributions of Journey to the Deep Producer and Director, Sarah Burren of the Living Theatre Trust; Little Green Man Productions; the Journey to the Deep cast and crew; resource writer Susan Battye, Drama Magic Ltd; Bridget Glasgow, University of Auckland Education Faculty; the Hauraki Gulf Marine Forum, Auckland Zoo and other organisations who contributed their ideas, information and impetus to this resource; and the advisors and teachers who contributed to and critiqued the teaching and learning activities. Special thanks to former Arts Advisor, Sally Markham whose wisdom and guidance have influenced the Journey to the Deep production, and the drama approaches that inform this resource).

3

• Prepare to visit Journey to the Deep, or view the online fly-through documentary, and participate in person or virtually in their role as ‘marine scientists’ Thinking, Using language, symbols and texts

During the next stage of the Unit students will:

• Develop the role of ‘marine scientist’ by reporting on their observations from their Journey to the Deep about the state of the Hauraki Gulf’s marine environment

• Pose questions, and in the course of answering them become ‘experts’ in particular areas of interest such as marine flora and fauna

• Gather information using the internet, the library and other sources, and by interviewing the ‘Head of the Laboratory’ (HL- the class teacher)

• Compare their information with the conservation model provided • Present their information to the class and to the ‘Minister of Conservation’,

using power point displays or posters which they will speak to in role as ‘marine scientists’ Thinking, Using language, symbols and texts, Participating and Contributing

As ‘marine scientists’ they will go on to:

• Propose a preferred action in response to their findings • Decide on and undertake an ecological form of action. Ecological

sustainability, Kaitiakitanga, Aroha, Manaaki Participating and Contributing

• Send postcards to ‘Doctor Turtle’ from Journey to the Deep, detailing their individual actions and points of investigation in response to what they have learnt

• Celebrate their work by sharing it with members of their wider school community Relating to Others, Manaaki


Learning Context

Achievement Objectives and Learning Outcomes

Achievement Objectives Learning Outcomes

SCIENCE CURRICULUM: LEVEL 3

Strand - Nature of Science

LO 2 Investigating in Science Ask questions, find evidence, explore simple models, and carry out appropriate investigations to develop simple explanations.

Strand - Living World

LO 2 Ecology Explain how living things are suited to their particular habitat and how they respond to environmental changes both natural and human-induced

Science Learning Outcomes

Students will be able to:1. Construct questions related to the

role of people in supporting the diversity of the Hauraki Gulf’s sea environment.

2. Explore a simple model related to the role of people in conserving the diversity of the Hauraki Gulf’s marine environment.

3. Carry out an investigation into the role of people in preserving the diversity of the Hauraki Gulf’s marine environment.

4. Develop simple explanations of the role of people in preserving the diversity of the Hauraki Gulf’s marine environment.

5. Explain how the Hauraki Gulf’s sea birds and marine flora and fauna are suited to their particular habitats and how they respond to environmental changes, both natural and human-induced.

ENGLISH CURRICULUM LEVEL 3

Strand – Listening Reading and Viewing

LO 1 Purposes and Audiences - Language featuresShow a developing understanding of how language features are used for effect within and across texts

English Learning Outcomes

Students will be able to:Show a developing understanding of how language features are used for effect within and across texts.

THE ARTS CURRICULUM: LEVEL 3

Strand – Drama

LO 2 Developing Practical Knowledge Use techniques and relevant technologies to explore drama elements and conventions.

The Arts-Drama Learning Outcomes

Students will be able to:Use techniques and relevant technologies to explore drama elements and conventions in the presentation of ideas about the Hauraki Gulf’s unique marine species and ecosystem.

5

Resources Needed to Complete this Unit

Note: throughout this document the 2symbol indicates a reference to a file embedded in this PDF.

1. Access to the internet

2. Journey to the Deep fly-through documentary

3. Blank Inquiry Map (2 Inquiry Map.PDF)



6. Journey to the Deep Ocean Environment, Quiz 3

(2Ocean Environment Quiz_3.docx)

7. Map of the Hauraki Gulf (HaurakiGulfMap PDF) (2Hauraki Gulf Map.pdf)

8. KWL Chart (2KWL Chart.docx)

9. Minister of Conservation Letter (2Minister of Conservation letter.docx)

10. Hauraki Gulf Marine Species photo gallery (2Available soon)

11. Journey to the Deep Photo Gallery (2Available soon)

12. Hinemoana (2Hinemoana.docx)

13. Consequence Wheel_ Stormwater_Model (2Consequence Wheel_Stormwater Model.docx)

14. Green Lipped mussels and a fish for dissection purposes (teacher to provide)

15. Green-lipped mussel anatomy (2Anatomy of a mussel.JPG)

16. Fish anatomy (2Anatomy of a fish.JPG)

17. Journey to the Deep Maori Vocabulary (2Maori Vocabulary.docx)

18. Ecosystem Engineers (2Ecosystem Engineers.docx)

19. Connected Consequence Wheel (2Connected Consequence Wheel.docx)

20. Action Planning Process Template (2Action Planning process.docx)

21. Environments of the Hauraki Gulf Marine Park posters: Our Changing Gulf: The Reefs, Our Changing Gulf: The Estuaries, Seabirds of the Hauraki Gulf, Underwater Life of the Hauraki Gulf, Shorebirds of the Hauraki Gulf. (Hauraki Gulf Forum) These can be accessed at: http://www.arc.govt.nz/environment/coastal-and-marine/hauraki-gulf-forum/


Teaching and Learning Sequence

‘Connected People’, is the first of three Inquiry Learning Units related to the real or virtual Journey to the Deep theatre experience. The second Unit is ‘Defending Diversity’. The third is ‘Our Unique Marine Life’.

Before starting each Unit, gauge students’ prior knowledge to enable you to provide personalised and meaningful learning opportunities. The teaching and learning sequence provided in each Unit is intended as a guide only, for you to adapt to meet the needs of your students, school and community.

The learning approach follows an Inquiry Learning Cycle. Blank Inquiry Map (2 Inquiry Map.PDF)

Use the numbered activities below as learning steps rather than lessons. You may choose to combine two or three learning steps into one lesson, or spread one learning step out over several lessons, depending on your students’ prior knowledge and learning needs.

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Getting Started

Focus of Learning / TopicIntroduce the Big Ideas for this Unit:




Show the student-made video, ‘Flows to the Sea’ http://www.theoutlookforsomeday.net/films/2011/027/.

Invite students to comment on what they see happening in the film and how they feel about the problem being described. Is this something they also see happening in their own backyards? Is this ‘sea’ topic something that interests them?

Describe the Unit and the focus of learning to the students. They are learning to:

• Ask questions, find evidence, explore simple models, carry out investigations and develop simple explanations about New Zealand’s sea and ocean environment

• Explain how marine animals and plants are suited to their habitat, and how they respond to natural and human-induced changes to their environment

• Show a developing understanding of how language features are used for effect within and across texts. E.g. theatre

• Use techniques and relevant technologies to explore drama elements and conventions



Preparing for the real or virtual Journey to the Deep learning experience

ResearchingConduct a brainstorm with students to assess their prior knowledge of environmental problems. Encourage them to consider problems in their local environment, New Zealand and the wider world. Record their responses.

Have them visit the New Zealand’s Ocean Environment page on the Ministry for the Environment web site http://www.mfe.govt.nz/issues/oceans/kids/oceans.html and use the information to fill in one or all three of the Close Reading sheets: JD Ocean Environment Quiz 1, 2, and 3 sheets.

(2Ocean Environment Quiz_1.docx), (2Ocean Environment Quiz_2.docx) (2Ocean Environment Quiz_3.docx)

You may choose which quiz to offer, depending on students’ capabilities and needs. Alternatively, you can use a quiz to test students’ learning at some point in the Unit.

Introduce students to the Maori values of aroha and manaaki, in the context of the sea. Have them view the Aroha and Manaaki videos on the DOC web site. http://www.doc.govt.nz/conservation-week-home/kids/joe-harawira-aroha-and-manaaki/ Encourage them to explore these values in the context of Zealand’s marine environment, and their own experiences of the sea and coast.

Show them a map of Auckland and the Hauraki Gulf. Explain that this will be the key focus of their ‘Connected’ study (2Hauraki Gulf Map.pdf).

Ask them a series of questions relating to the Gulf. For example:

• How far is it from our classroom to the Gulf? • What are the names of the ocean, harbours and major inlets that connect to

the Gulf? • What sorts of activities do people do in and around the Gulf? • How can we find out what we need to know to answer this question? • Who ‘owns’ the sea around New Zealand? • Who looks after the Hauraki Gulf’s marine environment, and its sea birds,

sea creatures and plants? • What’s the nearest beach or landing place to our school? • What direction does it lie in? • How far away from the school is it? • Can we pinpoint our school and the nearest sea coast on the map? • What places in the Gulf have students already they visited? • What was the environment like? What did you notice? (Science LO 1) • What further questions do we have?





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1. Have students record on a KWL chart what they know about the Gulf and its surrounds. (2KWL Chart.docx)

2. How do they and their families interact with the sea? For example, food, recreation, transport, or work? What questions do they now have about the sea? (Science LO 1)

3. Introduce them to the Journey to the Deep performance concept. Explain that they will be taking part in a real (or virtual on-line) theatre experience that will take them into an imagined underwater sea world. To make this a rich experience, they will be asked to enter the experience not as themselves, but in a role as newly graduated ‘marine scientists’ (MS).

4. To help them commit to this important work, show a video of a real marine laboratory at work. What tasks do they see the marine scientists undertaking? TVNZ Meet the Locals-Leigh Marine Laboratory http://tvnz.co.nz/meet-the-locals/meet-locals-2007-episode-74-video-1877259 (Science LO 3) (Drama LO 2)

5. Explain that in the drama, you (the teacher) will also be given a role, as the overworked ‘Head of the Marine Laboratory’ (HL) who needs their help to do a big job. Use a lab coat or clip board to show that you are now in role. As HL:

• Present a letter from the ‘Minister of Conservation’ asking for help from the ‘marine scientists’ to examine the state of the Hauraki Gulf and its marine life (2Minister of Conservation letter.docx). Do they agree to help? (Drama LO 2)

• Ask one of the ‘scientists’ to ring the ‘Minister of Conservation’ on your behalf to let him/her know of their commitment. Use an imaginary ‘drama’ phone to build students’ belief in the drama. As HL, ask: “What did the Minister say”? [The ‘Minister of Conservation’ will later appear in the drama as a teaching colleague, so choose the ‘drama’ name carefully.]

6. Have students prepare to attend the Journey to the Deep performance http://www.journeytothedeep.com/ or to view the online documentary Link.

Classes taking part in the live show will be invited to nominate five student marine scientist group leaders per class group. The nominated student leaders will be given a special role to play during the theatre experience. They need to be able to take their role seriously, and to involve their peers in the experience. (Drama LO 2) (English LO 1)

http://tvnz.co.nz/meet-the-locals/meet-locals-2007-episode-74-video-1877259

http://www.journeytothedeep.com/


7. Before attending the live performance or viewing the online documentary, ask the students to decide on a name for their ‘Marine Laboratory’ and a motto that signifies their commitment to conservation. Have each student design and make a name badge to take with them to wear on the day of the performance: ‘Marine Scientist_____________’. [Ask them to use their first name, and not an ‘invented’ name]. Explain that they will use their badges back in the classroom as they work on the Unit, to show when they are in role, and when they are themselves. Similarly, when you speak from your role as ‘Head of the Marine Laboratory’ (HL) rather than as yourself, use an item of clothing or prop to signify that you are in role. The role does not require ‘acting’ so much as a shift in attitude – you are sharing power with the students. Use a ‘drama’ name different from your own, and which is not designed to provoke or be ‘clever’. E.g. Marine Laboratory Leader______ [e.g. your middle name, or a surname like Smith, or Whetu]. (Drama LO 2)

8. Introduce some of the sea animals and plants found in the Hauraki Gulf that the ‘marine scientists’ will encounter on the Journey to the Deep, such as the red-billed gull, bluebottle, sea horse, green-lipped mussel, butterfish, paddle crab, bull kelp, and bottlenose dolphin. Tell them they will also meet several marine creatures not native to New Zealand – a turtle (an occasional visitor to New Zealand) and an angler fish, not generally founding our seas. Hauraki Gulf Marine Species photo gallery (2Available soon) (Science LO 5)

11

Visiting Journey to the Deep

1. Have students plan and carry out their real or virtual visit to Journey to the Deep. Explain that they will travel to and from the performance as themselves (staying in role is quite demanding). They will go into role as ‘marine scientists’ (MS) as they enter Journey to the Deep, putting their name badges on to signify this. Significantly, the ‘Head of the Marine Laboratory’ (HL) is ‘sick with a cold’ and not available on the day. HL sends a message via the teacher to let the class know she/he is not available, and wants the MS to be his/her ‘eyes and ears’ on the Journey to the Deep.

2. The MS will be given a series of tasks to carry out. They will be supported by dedicated Journey to the Deep Guides provided by the production company.

3. At the end of the event, teachers will receive: • ‘Marine Scientist Survival Certificate’ access codes for class members • Journey to the Deep postcards for students to fill in and send to Lucky

the Seagull (a character in the Journey) • A set of Hauraki Gulf Marine Park posters.

At the end of the Journey to the Deep, the MS and HL will de-role, and return to school as themselves. (Drama LO 2)


Building on the Journey to the Deep learning experience

Researching and Taking Action1. Explain to the students how the visual effects used in Journey to the Deep

were created, inside and around Silo 6 – a series of former grain silos. Explain how the black lit theatre environment was designed to make the audience feel as if they were moving under water. Journey to the Deep Photo Gallery (2Available soon). [The same features will be visible in the online documentary, for classes or children experiencing Journey to the Deep virtually].

Ask the students:

• How did they feel taking part in the Journey to the Deep promenade theatre?

• What did they find scary, surprising or moving? • What things helped them to believe in the drama? (Theatre effects, lighting,

sound, set, costumes). • What did they notice about the way the puppeteers (in black) worked? • What do they imagine the costumes worn by actors are made of? • How did they feel when they met Hinemoana? Introduce the Māori story of

Hinemoana. (2Hinemoana.docx) • Do they think the experience would have been different if they had been

sitting down and watching the play? • What did the show make them think about? (Summarise on board) (Drama

LO 2)

2. Go back into role as ‘Head of the Marine Laboratory’ (HL) and apologise for missing the Journey to the Deep. [As HL, it’s important not to refer to the visit as a ‘show’. For the MS, it is real].

As HL:

• Ask the MS if you can see the ‘photos’ or ‘videos’ they took of the key events on the Journey to the Deep. [Note: these are drama ‘photos, not real photos].

• Have them recall the highlights of their visit by creating a series of freeze frame tableau ‘photos’ in drama form. (As the teacher, you can really photograph these to create a ‘gallery of images’ of the Journey).

• Have the MS bring their ‘photographs’ to life and speak a few words in role, either as a character from Journey to the Deep, or as MS, to recall how each part of the Journey made them feel. What did they hear, see, smell and feel physically? What emotions did they experience?

13

[Hint: Ask them to create their ‘images’ facing the audience, so their faces are visible. Count them in calling: “five, four, three, two, one, Freeze!” or ask the class to create a drum roll followed by three claps to signify the image is ‘frozen’].

• Comment on what you see in the ‘images’ they have created. E.g. “I see a creature that looks as though it’s afraid of something falling on its head.” Reinforce the strength of what they actually do – not what you think it represents. Drama Glossary http://artsonline2.tki.org.nz/ecurriculum/drama/glossary.php

• Ask if they can recall any conversations they had, and what duties they had to perform as MS. Do they have anything to report about the state of our sea environment? What have they learnt about marine reserves? Did they receive any challenges? What were they? How did the challenges make them feel, as scientists? (Drama LO 2)

3. Have the MS work as a whole group to report what they have learnt as ‘marine scientists’. As HL, sum up in a KWL chart on the board what the MS have learnt and what they want to know now about the sea and its species. Promise that they will continue their investigations, and will start to specialise in their knowledge of marine species, because “that’s what scientists do” - they deal with facts and observation. (Science LO 1, LO 3, Drama LO 2)

Focusing tasks:As HL:

a) Ask the MS to consider a model of an investigation into the impact of storm water run-off from the street finding its way into the sea. (2Consequence Wheel_Stormwater Model.docx). What does this scientific model tell us about the positive and negative aspects of taking action over storm water? Show the film, ‘Flows to the Sea’, a documentary about waterways and the challenges we face if we are to improve our water quality. http://www.theoutlookforsomeday.net/films/2011/027/ How does this information connect with what they discovered during their Journey to the Deep? (Science LO 2 Drama LO 2)

b) Remind the MS that the ‘Minister of Conservation’ has asked them to prepare a presentation to explain how the Hauraki Gulf’s seabirds, sea plants and animals are suited to their habitats, and how they are responding to natural and human-induced changes taking place in their environment. (Science LO 5, Drama LO2).






Step 1. Ask the MS to view the documentary, ‘Land-River-Sea’: http://www.theoutlookforsomeday.net/films/2011/080/. After they have watched the film, have them brainstorm their jobs as scientists. What do they need to do now?

Step 2. Still in role as HL, ask the MS to take part in a marine laboratory session to examine the anatomy of one of two of the species found in the Hauraki Gulf: a Green-Lipped Mussel and a fish (2Anatomy of a mussel.JPG), (2Anatomy of a fish.JPG).

As the teacher (out of role) explain key vocabulary. Have students compare and contrast the anatomy of a real fish and mollusc with images of same (2Anatomy of a mussel.JPG), (2Anatomy of a fish.JPG). [Note: Please follow scientific ethical procedures in the treatment of the fish and molluscs.] http://scienceonline.tki.org.nz/Teaching-science/Ethics

• Can the MS identify the features and characteristics of molluscs that enable them to live in the marine environment? Have them consider:

• The adaptations each species has made to enable it to live in the marine environment

• The factors that will help to ensure that the diversity of marine life in the Hauraki Gulf is preserved, and the role that people can play in this

• the Māori viewpoint towards environmental conditions in the marine environment (have them use their dictionaries to help them understand the meanings of the Māori words). (2Maori Vocabulary.docx) (Science LO 5, Drama LO 2)

Step 3. As HL: Ask the MS if they can create, as a group, a report for the ‘Minister of Conservation’ on the Green-Lipped Mussels. Focussing questions:

• How have the mussels responded to the state of the Hauraki Gulf’s marine environment? (2Ecosystem Engineers.docx)

• Are they as abundant as they used to be? • What is the impact of sedimentation? • Are they harvested in the same way as they used to be? If not, why not? • What role do humans have in the preservation of mussel beds in the

Hauraki Gulf? • Watch the video From the River to the Sea (Mahurangi College)

http://www.youtube.com/watch?v=Sp3dtbYCVIc • How do they feel about the message in the song, ‘Don’t Be Selfish With The

Shellfish’? Is it important and accurate?




15

Have the MS fill in the Connected Consequence Wheel to express their understanding of relationships between Green-Lipped Mussels and their environment. (2Connected Consequence Wheel.docx)

The MS will create a ‘video’ report presentation for the ‘Minister of Conservation’ using drama frames, still images and their Consequence Wheel as part of their presentation. Their report will highlight the role people can play in preserving the diversity of life in the Hauraki Gulf’s marine environment. They will make recommendations, based on their research, about what needs to be done.

The ‘Minister of Conservation’ (a staff colleague) will receive the report, ask questions, and promise to get back to the MS at some point in the future. (Science LO 5 Drama LO 2)

MS who have taken part in the live performance will write postcards to Doctor Turtle at Journey to the Deep describing some aspect of their scientific work, and their response to the show.

Step 4. Taking Action You may choose to take this step at this point, or to wait until the class has completed the three Inquiry Learning Units. Use the Action Planning Process Template provided(2Action Planning process.docx), or another action planning template.Have students decide, as themselves, what they would like to do as a result of their learning, and how they can involve other members of their school community. For example:

• Make a drama presentation to inform other members of the school community about their learning from Journey to the Deep

• Draw attention to the misuse of stormwater drains by painting images of fish on the footpath beside the drains. (Resene Paints supply paint for community projects http://www.resene.co.nz/comn/envissue/paintwise_register.htm)

• Highlight the problem of people washing their cars in the street, causing chemicals and detergents to be washed down stormwater drains and into the sea

• Find examples of farmers or developers who have stopped sediment and effluent (wastewater) being discharged into waterways and going into the sea. Challenge others to do the same

• Find out about the health of the shellfish beds situated closest to the school, and tell others about their concerns

• Join ‘Sustainable Coastlines’, and volunteer to plant native plants along their local waterways to protect downstream water quality http://www.sustainablecoastlines.org/Kia_Ora/Sustainable_Coastlines_About_us.html




• Make a film documenting their efforts to enter into the ‘Outlook for Someday’ film challenge. http://www.theoutlookforsomeday.net/about/2012-film-challenge/

Step 5. Have students carry out their ecological action, and review and evaluate the results.

17

Teaching and Learning Reflection

• What happened during the learning? • How did my students respond? • How will this learning contribute to a sustainable future? • How can this learning make a difference? • What’s next?

New Zealand Curriculum LinksN Z l d C i l Li k

New Zealand Curriculum Areas

Refl ecting and Evaluating

So What? Now What? Action and Review

Developed through

Leading to

Big Ideas

Focus of Learning/Topic

Furt

her i

nqui

ry w

ithin

the c

urrent fo

cus of learning

Furt

her

inqu

iry

with

in fu

ture

lear

ning

Question Generating

Finding Out

Immersion

Blank Inquiry MapModel adapted from http://socialinquiry.ssol.tki.org.nz

Sorting and Analysing

Exploring Values and Perspectives

Journey to the Deep Teaching Resource · 3 • Prepare to visit Journey to the Deep, or view the online fly-through documentary, and participate in person or virtually in their role

Documents