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- Rena
Rapid response to the Rena 
Level : 3,4
Science Learning Hub
Watching a video of the rapid response to the Rena disaster provides an opportunity for students to strengthen their capability to engage with science.
Curriculum Aims and AOs
The Nature of Science strand
| Aim | Achievement objectives relevant to this resource |
|---|---|
| Participating and contributing Bring a scientific perspective to decisions and actions as appropriate. | L3 & 4: Use their growing science knowledge when considering issues of concern to them. |
| Understanding about science Students will learn about science as a knowledge system: the features of scientific knowledge and the processes by which it is developed; and learn about the ways in which the work of scientists interacts with society. | L3 & 4: Identify ways in which scientists work together and provide evidence to support their ideas. |
Living World, Planet Earth and Beyond
| Aim | Achievement objectives relevant to this resource |
|---|---|
| Ecology Understand how living things interact with each other and the non-living environment. | L3 & 4: Explain how living things are suited to their particular habitat and how they respond to environmental changes, both natural and human induced. |
| Earth Systems Investigate and understand the spheres of the Earth system: geosphere [land], hydrosphere [water], atmosphere [air], and biosphere [life]. | L3 & 4: Appreciate that water, air, rocks and soil, and life forms make up our planet and recognise that these are also Earth’s resources. |
Learning focus
Students identify data that were gathered and why this was important.
Learning activity
Watch the video on the Science Learning Hub
Adapting the resource
Before the students watch the video ask them why scientists might want to quickly find out about marine life in the area where the ship was grounded. [They wanted base line data so they could get a sense of consequences of the oil spill to the ecosystem.]
Ask the students to pay attention while they watch the video to the types of data that were collected. [Photographs and video, samples of sea life, general descriptions and notes including records of key species present and their distribution.]
What’s important here?
This resource provides an opportunity for students to apply their developing understandings of science (how data are gathered, interpreted and used) to a real life context. Students need to be ready, willing and able to do this if they are to become scientifically literate, i.e., to participate as critical, informed, and responsible citizens in a society in which science plays a significant role. This is the purpose of science in NZC.
What are we looking for?
Do students realise what counts as data?
Do they realise the importance of base line data?
Do they have a sense of how data are collected and sampling techniques?
Are they aware of how science can help inform our actions when trying to protect the environment?
Opportunities to learn at different curriculum levels
For suggestions about adapting tasks in ways that allow students to show progress in engaging with science see Progressions .
Exploring further
This sort of discussion could accompany any video, article or presentation about how scientists work.
Other resources for this capability
Yucky bugs (L1, 2, 3 & 4) Video from DOC website
Staying Alive (L2) Connected 2, 2012
Hukanui Enviroschool (L2, 3 & 4) Connected 3, 2002
The Shell Collector (L2, 3 & 4) Connected 1, 2005
Rocky shore food web (LW2015) (L3 & 4) Assessment Resource Banks
Tidal Communities: Interdependence and the Effects of Change (L3 & 4) Building Science Concepts, Book 22
Science Fairs (L3 & 4) No specific resource
Solving the dog death mystery (L5) Science Learning Hub
The Gene Seekers (L5) Applications, 2001
What’s my carbon footprint? (L5) Genesis Energy resource
Biomagnets (L5 & 6) NCEA Level 1 assessment exemplars
Key words
Science Learning Hub, environment