This enables students to participate and contribute with science in an authentic context. It helps them develop science capital – science knowledge, attitudes, skills and experiences. It also provides students with the opportunity to see themselves in science.
Taking action enables students to feel empowered and able to make a difference. Taking action is different to participating in activities, as action leads to a result/change/impact as well as learning.
Action can take the form of communicating the information students have gathered during this inquiry learning experience. Communicating information is an effective means to engage with the community and to potentially get others involved with ongoing or future action. It also provides cross-curricular opportunities in speaking, writing and presenting.
Resources
- Wetland (repo) connections – ecological and cultural perspectives – activity
- Building a tau kōura – activity
- Monitoring stream health – activity
- Stream health monitoring and assessment – interactive
Questions to consider
- Are there safety considerations we need to consider?
- Who do we need to inform about our work before we begin?
- Do we have the resources we need to begin?
- Are we familiar with the protocols and/or tools we will be using?
- What tikanga or other customary practices do we need to follow before beginning or during our project?
- Where can we go if we have questions while carrying out the project?
- How are we working as scientists?
- How are we working as kaitiaki?
- How will we record our actions and progress during and after the project?
- When presenting information about the action we are taking, who is our audience?
- What is the most effective way to get information about our mahi to our audience?
- Is there a way that individuals or whānau outside of school can undertake similar action?
- How can we support them to do this?
Community lake restoration, © Rawhitiroa Photography
