Teaching Resources:

Instruction Sheets

DOWNLOAD THIS INSTRUCTION SHEET

 

Purpose:

A starter activity to allow students to explore the value of their Harbour and coastline, giving personal context to the rest of the topic/standard.

You will need:

  • A3 newsprint or small group whiteboards + pens
  • Prompter slideshow with images of our harbour and coastline and activities it is used for.

Tasks:

Group brainstorm: Get the groups to write the things they use the coastline for. Then add uses of the Harbour. Encourage them to think of the water and the land beside it. Show images from the slideshow to prompt ideas.

Get the groups to list things that annoy them when they are using the coast/harbour. Show images of pollution and urbanisation to prompt ideas.

Class discussion:  Ask the groups to share back to the class about their uses of and experiences with their coastline.

Ask the class for their recollection of the Rena – do any have a personal experience with losing access to their coast/harbour?

Optional extra: show one of the Personal Profile videos where a student talks about how they were affected by their coastline being damaged by the Rena.

Guide the students see the value in understanding our natural resource and managing them wisely for the future. Lead this into the idea that there is no ‘one right way’ to manage a resource, and that people will always have different opinions – resource management is an issue that they will be looking at, in the context of our coastline, the Rena, and our local Ngai Te Rangi iwi.

DOWNLOAD THIS INSTRUCTION SHEET

 

Purpose:

This is a task to be done early in the topic/standard.  The aim is to have students familiar with the region where the Rena has impacted.

You will need:

  • Class set of printed blank Bay of Plenty maps  (for each student or work in pairs).
  • Students will need access to the internet.

Task:

Students are to draw dots on the map with names to show where the six selected Waahi are located.

The waahi are listed in the Tiaki Taiao Rena Educational Resource: Waihi Beach, Matakana, Mauao, Papamoa, Motiti, Te Toka a Otaiti (Astrolabe Reef).

Students could then add details to each waahi such as cultural significance, species found there, and how the Rena impacted the site.  They also may need to find photos of the site to understand what the place looks like.

After this activity students should be encouraged to choose two or three waahi to focus on for their report. They may choose sites with the same ecosystem(s), or a range. If doing the NCEA standard they may need to choose waahi that link to their focus question, such as including Matakana or Mauao if they are considering the harbour.

DOWNLOAD THIS INSTRUCTION SHEET

 

Purpose:

To allow students to become familiar with the main events in the Rena disaster.

You will need:

  • Class set of copies of the blank Timeline (good group activity, long documents to read that could be split up for each member to summarise for their group’s timeline)
  • Internet access

Task:

Students read the brief Rena summary on the Tiaki Taiao Rena Educational Resource: About the Rena Disaster.  Then visit other sources to fill in a ‘Timeline’ of what happened during the Rena grounding, break up and the salvage operations.  You may wish to make the links below available for students to self select, or direct the whole class to one or two of them.

Suggested sources:

DOWNLOAD THIS INSTRUCTION SHEET

 

Purpose:

To allow students time to identify and find the meaning of unfamiliar words, both Maori and scientific.

You will need:

  • Class set of the vocabulary lists copied (individual is best)
  • Internet access

Task:

Students read the Tiaki Taiao Rena Educational Resource and click on or refer to the links to the Kupu Maori (Maori vocabulary) glossary for each of the words in the vocabulary list. They summarise the meaning onto their sheet.  As they go they may add other words that they are unsure about and use the internet to find their meaning.

Ideally this sheet will be added to as they continue to research, and brought with them into the assessment, so specific language is not a barrier to fluent writing of a report.

DOWNLOAD THIS INSTRUCTION SHEET

 

Purpose:

To scaffold students collection of biological concepts that will allow them to understand the coastline from a Western Science perspective.

You will need:

  • Student access to a google doc version of the scaffold, or printed version
  • Internet access

Task:

Students are to select at least 2 ecosystems found in their chosen waahi (sites of significance) and then find out about these.

The scaffold guides them to describe the ecosystem as a combination of biotic and abiotic factors, and then focuses on two or three species, their adaptations and the role they play in the ecosystem’s food web.  Teaching of feeding roles is needed  (herbivore, omnivore, or carnivore. Also scavenger/filter feeder/predator or parasite).

Unit Plans

DOWNLOAD THIS UNIT PLAN

 

Tiaki Taiao (Environmental Sustainability) – Unit Plan for AS90926 (Report on a Biological Issue)

THEME: What should our relationship to Tauranga Moana be for a sustainable future?

ACHIEVEMENT OBJECTIVES:

Science: (Level 6)

Nature of science

Communicating in science:

  • Use a wider range of science vocabulary, symbols, and conventions.
  • Apply their understandings of science to evaluate both popular and scientific texts (including visual and numerical literacy).

Participating and contributing:

  • Develop an understanding of socio-scientific issues by gathering relevant scientific information in order to draw evidence-based conclusions and to take action where appropriate.

Living world

Ecology:

  • Investigate the impact of natural events and human actions on a New Zealand ecosystem.

Life processes

• Relate key structural features and functions to the life processes of plants, animals, and micro-organisms and investigate environmental factors that affect these processes.

CRITICAL SKILLS: Action Competence, Values Clarification

Assessment Schedule & Student Tick Grid

DOWNLOAD THIS ASSESSMENT SCHEDULE

NZQA Biology Subject Resources:

Curriculum & Standards documents

Biology

18969(expiring) Demonstrate knowledge of the characteristics of living things, organs, and an organ system 2 credits Internal
Unit standard (43KB) (46KB)
View NQF Download file(s) as zip
90925 Carry out a practical investigation in a biological context, with direction 4 credits Internal
Achievement standard 2015 (15KB) (68KB)
Achievement standard 2014 (70KB) (69KB)
Achievement standard 2011 (41KB) (68KB)
View all documents Download file(s) as zip
90926 Report on a biological issue 3 credits Internal
Achievement standard 2015 (13KB) (56KB)
Achievement standard 2014 (68KB) (57KB)
Achievement standard 2011 (40KB) (60KB)
View all documents Download file(s) as zip
90927 Demonstrate understanding of biological ideas relating to micro-organisms 4 credits External
Achievement standard 2015 (15KB) (62KB)
Achievement standard 2014 (84KB) (51KB)
Achievement standard 2011 (41KB) (53KB)
View all documents Download file(s) as zip
90928 Demonstrate understanding of biological ideas relating to the life cycle of flowering plants 4 credits External
Achievement standard 2015 (13KB) (63KB)
Achievement standard 2014 (67KB) (62KB)
Achievement standard 2011 (39KB) (63KB)
View all documents Download file(s) as zip
90929 Demonstrate understanding of biological ideas relating to a mammal(s) as a consumer(s) 3 credits External
Achievement standard 2015 (13KB) (62KB)
Achievement standard 2014 (67KB) (52KB)
Achievement standard 2013 (70KB) (54KB)
Achievement standard 2011 (38KB) (54KB)
View all documents Download file(s) as zip

 

Viewing documents

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Level 1 Biology assessment resources

  Please note:

These resources are guides to effective assessment and should not be used as actual assessment.

These are publicly available resources so educational providers (including teachers and schools) must modify them to ensure that student work is authentic.

Teachers will need to set a different context or topic to be investigated; identify different texts to read or perform; or change figures, measurements or data sources to ensure that students are demonstrating that they can apply what they know and can do.

The level 1 achievement standards for Biology are registered and have been published on theNZQA website.

Exemplars of student work or expected student responses (written by subject moderators) have been developed for Level 1 achievement standards. The exemplars are on the NZQA Subject Specific Resources pages on the NZQA website and are all available for use.

Assessment resources and exemplars for all Level 1 externally assessed standards have been published on the NZQA website.

NZQA approved assessment resources

Biology

Version date: 06 May 2013
Key changes: Version 2
Subject facilitator email: seniorsecondary@tki.org.nz

Biology.

Biology

What is this guide about?

This teaching and learning guide describes: what constitutes valued knowledge in science at curriculum levels 6, 7, and 8; what good teaching and learning in science looks like; how science forms part of the wider The New Zealand Curriculum.

The guide also introduces teachers to pūtaiao, the science curriculum for Māori-medium learning.

Why do teachers need this guide?

This guide provides comprehensive elaboration of the science learning area statement and achievement objectives found in The New Zealand Curriculum.

The New Zealand Curriculum requires teachers to focus on the Nature of Science as the overarching, unifying strand in the science curriculum. This guide will help them design senior programmes that centre on this strand.

Note that this guide refers to the four contextual strands of the curriculum (living world, material world, physical world, and planet earth and beyond) by their more familiar names of biology, chemistry, physics, and earth and space science, except where the curriculum is directly sourced (as with the achievement objectives).

Chemistry, physics, biology and earth and space science provide the contexts for students to develop scientific knowledge and learn about how scientists work. Detailed elaboration of these contextual strands can be found in this guide.

Following the alignment of NCEA standards to The New Zealand Curriculum and the inclusion of Nature of Science in the new science standards, teachers have new opportunities to design teaching and learning programmes that will engage their students in science learning.

Who needs the guide?

This teaching and learning guide will be useful for:

  • experienced science teachers when aligning their programmes to The New Zealand Curriculum
  • teachers new to teaching senior secondary science
  • teachers new to teaching science in New Zealand
  • parents looking to discover what learning in science is about
  • students wanting to know why they should study science
  • curriculum leaders when reviewing the place of science in their senior programmes.

Who wrote the guide?

The writers of this guide were leading teachers selected for their subject expertise, their innovative practice, and their understanding of how to focus teaching and learning on the Nature of Science strand.

Science curriculum guide content

Use the links below to access the sections of this guide. To navigate through the guide’s web pages, select from the section and sub-section menu in the left-hand navigation.

Teaching and learning guides are produced in HTML. They have been designed to be viewed online.

To print individual pages, select the ‘Print’ button at the top right of each page.

Biology – annotated exemplars Level 1 AS90926

Report on a biological issue (1.2)

Show: All Biology exemplars

Read the STANDARD
TKI Biology Assessment Resources Download all these exemplars and commentary (PDF, 9MB)

Low Excellence

Commentary
Student response
Student 1 (PDF, 2MB)

For Excellence, the student needs to report comprehensively on a biological issue. This involves:

  • identifying multiple links between the biological ideas that are related to the question or purpose
  • evaluating sources of information/data with respect to the question or purpose
  • taking and justifying a position on the issue with a recommendation for action.

The extract shows some links between the biological ideas, related to the refined question of the long term effects on a population of parents choosing the gender of a baby before conception (1) (2). A general position related to genetically inherited diseases is identified and justified by evidence (3).

To reach Excellence more securely the student would need to:

  • identify more links between the biological ideas that are related to the refined question
  • identify at least two different points of view, supported by evidence, e.g. from named people, groups or organisations, showing the sources of data and information, recorded in a way that can be accessed by others.

High Merit

Commentary
Student response
Student 2 (PDF, 1.5MB)

For Merit, the student needs to report in depth on a biological issue by:

  • explaining the biological ideas that are related to the question or purpose
  • identifying at least two different points of view supported by evidence
  • taking and justifying a position on the issue

Biological ideas that are related to the question are explained (2) and different points of view supported by evidence are identified (3.) A position on the issue is taken and justified (4). The extract shows a brief evaluation of a source of information (5), used with respect to the question of whether consumers should support genetically modified corn (1).

To reach Excellence the student would need to evaluate a range of at least three sources of data and/or information with respect to the question or purpose.

Low Merit

Commentary
Student response
Student 3 (PDF, 1.7MB)

For Merit, the student needs to report in depth on a biological issue. This involves:

  • explaining the biological ideas that are related to the question or purpose
  • identifying at least two different points of view supported by evidence
  • taking and justifying a position on the issue

The biological ideas related to the refined purpose on the outbreak of novel H1N1influenza (1) are explained in varying degrees (2). A general position on the issue is taken (3).

For a more secure Merit the student would need more detail to:

  • explain the biological ideas that are related to a refined purpose
  • take and justify a clear position on the issue with more specific reference to supporting information.

High Achieved

Commentary
Student response
Student 4 (PDF, 1.8MB)

For Achieved, the student needs to report on a biological issue. This involves:

  • refining a given or agreed question or purpose
  • describing the biological ideas that are related to the question or purpose
  • collecting and processing primary or secondary data and/or information from a range of sources
  • taking a position on the issue
  • presenting findings.

The extract shows description and some explanation of the biological ideas (2) that are related to the refined question (1).

A position on the issue is taken and justified (3).

To reach Merit the student would need more detailed evidence to:

  • explain the biological ideas that are related to the refined question
  • justify the position taken on the issue with more specific reference to supporting information.

Low Achieved

Commentary
Student response
Student 5 (PDF, 1012KB)

For Achieved, the student needs to report on a biological issue. This involves:

  • refining a given or agreed question or purpose
  • describing the biological ideas that are related to the question or purpose
  • collecting and processing primary or secondary data and/or information from a range of sources
  • taking a position on the issue
  • presenting findings.

The extract shows a focus on the impact of the review to limit the snapper quota on commercial and recreational fishers (2), rather than describing the biological ideas (3) related to the refined question (1) on why the current quota is being reviewed in NZ.

To reach Achieved more securely, the student would need more specific evidence describing the biological ideas (3) related to the refined question (1) on why the current quota is being reviewed in NZ, e.g. to maintain breeding stock and stabilise the age structure of the population.

High Not Achieved

Commentary
Student response
Student 6 (PDF, 1005KB)

For Achieved, the student needs to report on a biological issue. This involves:

  • refining a given or agreed question or purpose
  • describing the biological ideas that are related to the question or purpose
  • collecting and processing primary or secondary data and/or information from a range of sources
  • taking a position on the issue
  • presenting findings.

The extract shows isolated descriptions of biological ideas on how swine flu is spread, and some possible symptoms of infection and medication (1).

To reach Achieved the student would need to:

  • refine a given or agreed question or purpose to guide the research and present the findings
  • show more specific evidence describing the biological ideas that are related to this refined question or purpose.