All LEARNZ field trips targeting primary and secondary schools are closely linked to the New Zealand curriculum, in particular science, social studies and geography. They can also be used by other subject teachers.
Key concepts
carbon, carbon cycle, changing values, citizenship, climate, climate change, coast, data, data gathering, data visualisation, earth cycles, earth processes, earth science, emissions, energy, environment, future focus, GIS, government, GPS, hauora, human impacts, interactive maps, maps, oceans, satellite, scientific research, story telling, viewpoints, weather
The New Zealand Curriculum - NZC
Key Competencies
LEARNZ virtual field trips contribute to the development of all five key competencies:
| Key competencies | Examples of related field trip components |
| Thinking | Learners will explore a range of concepts and related questions about climate and weather, climate change causes and impacts, and short, medium, and long term actions to reduce those impacts. |
| Using language, symbols and texts | Learners will have the opportunity to use a variety of methods to communicate information, experiences and ideas. They will interpret and make meaning of the language and symbols in the background pages and throughout the web site. |
| Managing self | Numerous content-related activities provide students with chances to engage with the material and create their own interpretation of the content. |
| Relating to others | Videos connect students with a range of expert opinions. Students listen actively when seeking answers to video questions. |
| Participating and contributing | LEARNZ Virtual Field Trips are an ideal medium for group-based topic inquiry. They also enable students to transfer new learning into the context of their own communities where they are encouraged to take action. On this field trip, learners have the opportunity to actively engage with their school and wider community about climate change. Through their inquiry they generate their own knowledge and could use this to develop suggestions, activities and resources to share with relevant community groups or businesses. |
(See page 12-13 NZC 2007)
Values
The Climate Change field trip encourages, models and explores these values:
- innovation, inquiry and curiosity
- ecological sustainability
- community and participation
(see page 10 NZC 2007).
E-learning and pedagogy
The Climate Change field trip directly involves learning that is supported by information and communication technology (ICT).
In particular, the trip will:
- Assist the making of connections by enabling students to enter and explore new learning environments, overcoming barriers of distance and time.
- Facilitate shared learning by enabling students to join or create communities of learners that extend well beyond the classroom.
- Enhance opportunities to learn by offering students virtual experiences and tools that save them time, allowing them to take their learning further (Page 36 NZC 2007).
Social Science
| Strand | Achievement Aims |
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Place and Environment Identity, Culture and Organisation Continuity and Change |
Students will gain knowledge, skills and experience to:
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Science
| Strand | Achievement Aims |
|
Nature of Science |
Understanding about science
Participating and contributing
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Living World |
Ecology
Evolution
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Physical World |
Physical inquiry and physics concepts
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Planet Earth and Beyond |
Earth systems
Intetacting systems
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Material World |
Properties and changes of matter
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Technology
| Strand | Achievement Aims |
|
Technological Practice |
Planning for practice Level 2: Develop a plan that identifies the key stages and the resources required to complete an outcome. Level 3: Undertake planning to identify the key stages and resources required to develop an outcome. Revisit planning to include reviews of progress and identify implications for subsequent decision making. Level 4: Undertake planning that includes reviewing the effectiveness of past actions and resourcing, exploring implications for future actions and accessing of resources, and consideration of stakeholder feedback, to enable the development of an outcome.. |
|
Technological Knowledge |
Technological products Level 2: Understand that there is a relationship between a material used and its performance properties in a technological product. Level 3: Understand the relationship between the materials used and their performance properties in technological products. Level 4: Understand that materials can be formed, manipulated, and/or transformed to enhance the fitness for purpose of a technological product. |
|
Nature of Technology |
Characteristics of technology Level 2: Understand that technology both reflects and changes society and the environment and increases people’s capability. Level 3: Understand how society and environments impact on and are influenced by technology in historical and contemporary contexts and that technological knowledge is validated by successful function. Level 4: Understand how technological development expands human possibilities and how technology draws on knowledge from a wide range of disciplines. |
Health and Physical Education
| Strand | Achievement Aims |
|
Healthy communities and environments - D |
D2 Community Resources Level 2: Identify and use local community resources and explain how these contribute to a healthy community. Level 3: Participate in communal events and describe how such events enhance the well-being of the community. Level 4: Investigate and/or access a range of community resources that support well-being and evaluate the contribution made by each to the well-being of community members. |
English
The selected processes and strategies indicators used in the table below are from Level three of the NZC, but aim to cover indicators from levels two to four.
| Strand | Processes and strategies indicators | Example of related field trip component |
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Speaking, Writing and Presenting |
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Listening, Reading and Viewing |
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