1. [Click to download AS90926] Level 1 Science: 3 Credits (these 3 credits count for Literacy too) BIOLOGICAL ISSUE REPORT 1

2. This standard will take around 4 weeks to complete: 3 weeks will be spent learning about the issue 2 periods will be spent printing your research, sorting it and preparing for a report plan 2-3 periods assessment to write your Bio Issue Report: silent individual class time with your printed research TIMEFRAME 2

3. NCEA says to research and write a report on a Biological Issue you must : refine a question or purpose collect and process primary or secondary data and/or information from a range of sources evaluate sources of information/data in respect to the question or purpose. Present your findings as a report written in your own words that: identifies multiple links between the biological ideas that are related to the question or purpose identifies at least two different points of view supported by evidence state your own position on the issue and justify it. Give a recommendation for action. RESEARCH & WRITE REPORT 3

4. 1. Refining your own issue question to research 2. Searching for relevant information and keeping copies of what you find 3. Keeping a list of sources that anyone could use to find the same things as you did. 4. Evaluating what you find to decide if it’s useful 5. Structuring a Science report into sections 6. Writing paragraphs in your own words 7. Making a personal decision about an issue SKILLS YOU WILL NEED: 4

5. The following slides break down these 7 skills and explain what is expected for each one. To understand which parts help you get Achieved, Merit or Excellence credits you can look at the columns in this Student tick grid.Student tick grid NCEA INFORMATION 5

6. An issue is a subject on which people hold different opinions or viewpoints: The topic of ‘The Rena Disaster’ has many associated biological issues You must clearly select one issue and make it into a question 1. REFINING AN ISSUE QUESTION e.g. Should dredging to allow larger ships be banned in the Tauranga Habour to prevent future damage to our coast? This clearly has 2 points of view (yes /no) 6

7. The TIAKI TAIAO website (www.tiakitaiao.org.nz) provides links to many relevant websites, powerpoints, media (audio & video clips), documents and articles:www.tiakitaiao.org.nz) For each one of these that you use, note its name and how to find it again because it is a separate source. You must use at least 3 sources. 2. SEARCHING FOR INFORMATION 7

8. Sources of data and information must be recorded in a way that can be accessed by others (detailed reference list): Keep exact web address, names of people/groups and the date you found them Processing information could involve listing, sorting, collating, highlighting, or summarising relevant scientific information 2. & 3. RESEARCH REQUIREMENTS Good Idea: make a google doc log book that you will print sections from to help you write your report. 8

9. Date Copy address from web page Highlighted information to be used in report This page would be printed out and put in your logbook ready to use when writing your report HIGHLIGHTING & REFERENCING 9

10. 1.Is the source accurate? Are the facts in it correct? 2.Is the information biased or only giving one point of view? 3.Is the source up-to-date? Has the situation around the issue changed since the site was last up-dated? 4.Is the source relevant? Did it answer your question 4. EVALUATING YOUR SOURCES See the Research, sources & evaluation power point for details on how to do this well, for Excellence.Research, sources & evaluation power point 10

11. Introduction = Refined Focus Question Paragraph 1 = Biological ideas Paragraph 2 = Point of view one and reasons Paragraph 3 = Other point of view and reasons Paragraph 4 = My opinion and reasons Paragraph 5 = My personal recommendation for action (things I or other people could do to ‘solve’ issue) Logbook Resource pages with reference list and evaluations 5. MINIMUM REPORT PLAN 11

12. Make your own plan List the ideas you will have in your paragraphs Are any really short? Is any area not explained? Find diagrams and pictures to put into your report. Always fully explain what the picture shows - do not leave it up to the marker to understand the diagram for you. Do your final research to fill in gaps 12

13. Plagarising (copying information straight from a source) will be a Not Achieved. Practice reading information, noting key words and ideas, then building your own joining and linking words to put the ideas back into sentences that are now your own words. See the Research, sources & evaluation power point for examples and the ‘Dot Jot’ method.Research, sources & evaluation power point 6. WRITING IN YOUR OWN WORDS 13 Joining & linking words: Using linking words within and between sentences and paragraphs helps to make your writing flow logically. These words act as signposts, assisting your reader to move easily from one idea to the next, and to see relationships between sentences or paragraphs. Linking words are particularly useful for indicating that you are going to explain something, to give an example or to use a time sequence, or to offer a contrasting view.

14. The conclusion of your report should be a clear paragraph saying what you think should be done about the issue. Do NOT ‘sit on the fence’ and say that you see both sides of the issue and can’t decide - you must take a position on the issue to Achieve. 7. MAKING A PERSONAL DECISION View the Student tick sheet doc to see how to get Merit and Excellence for this sectionStudent tick sheet doc 14

15. Food chains & food webs and the impact of changes to these e.g. Snapper & crayfish control kina numbers so if they are removed from the ecosystem then kina numbers go up and seaweed cover decreases. Niche – feeding habits of different species. Filter feeders versus species further up the food chain. Adaptations and the effect of oil on an animal e.g. Bird feathers, animal respiratory surfaces (gills). How oil is removed from the environment and why. Impact on protected species such as dotterel. Animal life cycles and the part of the life cycle affected – impacts of this. 8. HELPFUL REFERENCE LINKS 15 Below are some helpful reference links that may assist with further developing your understanding about some of the biological ideas presented and discussed within this resource. These links may also assist with the research and writing of your report.

16. 16 STUDENT ACTIVITIES : WRITTEN

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18. 18 STUDENT ACTIVITIES : PRACTICAL Dissecting Shellfish and Fish Rocky Seashore Activities: find here http://www.otago.ac.nz/marine- studies/resources/download/otago062826.pdfhttp://www.otago.ac.nz/marine- studies/resources/download/otago062826.pdf – Check this out: “Mussels inside and out activity sheet” pp30-31 Shark dissection: view here http://www.dunedintv.co.nz/news/shark- dissected-education Waikato University Marine Centre at Sulphur Point if they could make and upload a Tuatua dissection to Youtube for the resource to link into. Here are some practical “hands on” activities that we recommend. Build a Marine food web: http://sciencelearn.org.nz/Contexts/Life-in-the- Sea/Teaching-and-Learning-Approaches/Build-a-marine-food-webhttp://sciencelearn.org.nz/Contexts/Life-in-the- Sea/Teaching-and-Learning-Approaches/Build-a-marine-food-web

19. 19 STUDENT ACTIVITIES : MATAURANGA MAORI Check out this page on our website: http://www.tiakitaiao.org.nz/matauranga-maori

20. 20 THE END This is the end of the resource!