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<- Homepage: Saving our southern species: Wildlife Hospital Dunedin

Useful links

The Wildlife Hospital Dunedin
This hospital opened in 2018 any has treated many threatened native species.

Yellow-eyed Penguin Trust
Discover more about the trust focused on the conservation of hoiho.

Penguin Place
Visit the world's only conservation project fully funded by guided tours of the privately owned reserve.

Project Kererū
A Dunedin community based volunteer project dedicated to rehabilitating and releasing sick and injured kererū.

Department of Conservation DOC
Find out what to do if you see sick or injured wildlife.

Predator Free NZ
Join the predator free movement and help Aotearoa New Zealand to become predator free by 2050.

Science Learning Hub
New Zealand education resources exploring the concept of biodiversity

New Zealand Science Teacher
A resource published on behalf of the New Zealand Association of Science Educators (NZASE).

A project-based learning approach in this field trip

Project-based learning (PBL) is a suggested teaching and learning approach to support student-led inquiry into an area of interest. PBL provides opportunities for students to build key competencies and skills such as:

  • critical thinking
  • problem solving
  • collaboration
  • self-management.

Use the online field trip: Saving our southern species: Wildlife Hospital Dunedin to ignite student curiosity and questions, and the following framework to support student-led learning through PBL.

Learn

Individually or in a group, students can explore resources in this field trip to:

Use the questions on the field trip videos page and/or some of the following questions to help students consider key concepts:

  • How can people reduce the number of native animals that end up at the Wildlife Hospital?
  • How do people identify native species needing help?
  • How are conservation projects planned and monitored?
  • What can communities and individuals do to help native wildlife in their local environment?
  • What technology can be used to share wildlife conservation activities with others?

See, Think, Wonder

Project-based learning requires a meaningful and authentic problem to solve or question to answer. Support students to identify an area of interest, including a problem to solve or question to answer, For example:

  • Problem: Wildlife conservation projects involve a lot of different people working over a long time
  • Question: So... How can individuals help plan, carry out and monitor conservation work?

Students can identify their own problem and question to answer as they engage with this field trip, supported by the following questions:

  • What do you SEE?
  • What do you THINK?
  • What did you WONDER about?
  • What QUESTIONS do you have?
  • What do you want to FIND OUT MORE about?

Create

Help students to establish goals, plan, connect and create content and/or a solution. For example:

  • Plan and approach: Connect with people and information about research and work into taonga species and te taiao. Explore examples of taking action for the environment.
  • Solution: Plan and carry out your own conservation work.

Share

Students analyse who they want to know about their project and why. Essentially who cares?

  • Who in the school and community would benefit from their ideas and information?
  • What careers connect with their ideas and information?
  • What organisations can use student ideas and information?
  • Is there need for a wider audience? National? Global?

Students identify how they will share their content for effective impact. Some examples include, but are not limited to:

  • School assembly and communications with whānau.
  • Showcase in a local library, community centre, cafe and/or to a local business.
  • A community event
  • Digital platform: in a movie, website, Google Earth for Web, on a school social media platform.
  • Local media outlets. 

Share your students' work with LEARNZ!

Send us a small file (less than 10Mb). You can do this as an attachment to share@learnz.org.nz.

If it's a large file, send a link to a public file/resource to share@learnz.org.nz.

For example, entries can be uploaded onto a YouTube account with the privacy option on ‘Public'. Or send a link to a file in your school Google drive, set it to ‘Anyone with a link’, as ‘Viewer’. Please do not send in large source files. Make sure you provide us with your students' first names, year group/s and the name of your school in your email. Add a brief description if you think it's needed.  Before your students share any learning, please ensure you review it first; Any other media content, such as images and sound, need to adhere to appropriate Creative Commons licensing. Make sure any people who are in images and video have given their permission to feature.  

Student self assessments

Your students can complete the online student pre-assessment and post-assessment forms for this field trip. Once completed you can email help@learnz.org.nz to have your class submissions extracted and emailed to you. It's OK if just some of your students have filled them in or if they have submitted either self assessment rather than both.

Supporting activities

  • Video question sheet - Word (31k) | PDF (217k) | Google doc to use for each video (based on SOLO Taxonomy).
  • Web conference activity: Students can work on this activity while they listen to live or recorded web conferences - Word (25k) | PDF (167k) | Google Doc. Notes from these pages could be shared to help put together the class web conference summary
  • Webconference summary sheet: A class summary of an web conference is a great way of reviewing the information your students heard. It's easy to do, purely as some text, or as main facts on a picture background.  - Word (29k) | PDF (114k) | Google doc.

The LEARNZ team would love to see how students and teachers are participating in this trip! We will use your mahi to improve this and other online field trips, as well as share and credit any teacher and student contributions in our online spaces! Send to: share@learnz.org.nz

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