CRIMES AGAINST THE ENVIRONMENT TOPIC FOCUS

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Sean's Deforestation Tackk

Princess Mononoke

WEEK 7 LIBRARY

Answer these questions in your books

What did the pictures show that made Ken so angry? Inferring

What does the video say the impacts of Mattel using Asia Pulp and Paper were?

What actions did activists take in this video to stop deforestation?

Now listen to this story
NPR.org Deforestation: How businesses are adapting
if the audio doesn't work, you will have to read
Deforestation Blog

Who does the story say is impacted by deforestation?

"In the past we could go into the forest and catch deer. We could look for birds," he recalls. "But now, there is nothing, as you can see. No animal can live in the acacia forest. We cannot shelter in its shade. It's hot. It's a greedy tree — it uses up a lot of water."

Write down the Asril Amran quote, what does this quote show about the impacts of deforestation?

Why is it important that large corporations start to use sustainable practices?

Deforestation by Jen Stratford

We have been making emotional documentaries about Crimes Against the Environment, to make them pack a greater punch students have crafted pieces of writing to go for the jugular and rip at an audience's heartstrings. This is an example of work by Jen Stratford

TECH DEVELOPMENT

Digital Literacy: Why can't students copy-paste?

Okay, so far so good as far as a fancy diagram that outlines what digital literacy might look like in the classroom, and it is essentially what we already do at Nelson Intermediate in our day to day dealings with technology, give or take a few connecting circles. This blog post is focused primarily on what we can be doing in our classrooms to prepare students for their increasingly digital future.

Most importantly, more than anything else, students need to develop their functional skills on computers. 

Students need to develop the ability to rapidly select/copy/paste data while accessing a range of resources. If they have the ability to do this, it makes EVERYTHING better for their learning. Not every student knows how to do this, and it can make a big difference to how they use digital resources.

Okay so this is helpful, just in general for anyone. But the key things that students can focus on, are copy, paste, select all, find, undo. It really makes a difference and as a massive benefit, it works across any programme on Apple, and is transferable to Microsoft OS.   

Ultimately, the key ones that students need to learn are highlighted in yellow. It's just sort of a hotspot when your students are anywhere near a computer researching information, working on their google accounts. It is a massive asset if students can begin to use this skill when using computers, all it takes is a short conversation with students as they are working online.

Matariki Research by Stephanie, Ian and Josh

Students read an article about Matariki called "Lanterns for Matariki" . Stephanie, Ian, Isaac and Quinn explored the topic across a range of resources. 

by Jill MacGregor

Ngā kai a Matariki, nāna i ao ake ki runga.

The foods of Matariki, by her scooped up.

Once a year, twinkling in the winter sky just before dawn, Matariki (the Pleiades) signals the Māori New Year. Traditionally, it was a time for remembering the dead, and celebrating new life. In the 21st century, observing Matariki has become popular again. Heaven-bound kites, hot-air balloons and fireworks help mark the occasion.

WHAT IS MATARIKI

Matariki is the Māori name for the cluster of stars also known as the Pleiades. It rises just once a year, in mid-winter – late May or early June. For many Māori, it heralds the start of a new year.  

Matariki literally means the ‘eyes of god’ (mata ariki) or ‘little eyes’ (mata riki). According to myth, when Ranginui, the sky father, and Papatūānuku, the earth mother, were separated by their children, the god of the winds, Tāwhirimātea, became so angry that he tore out his eyes and threw them into the heavens.

http://www.teara.govt.nz/en/matariki-maori-new-year

Preparation and ceremony 

In days gone by, Matariki was a time to prepare for the year ahead, a time to learn and a time to celebrate the future.

http://www.newzealand.com/travel/media/features/maori-culture/maori-culture_matariki-maori-new-year_feature.cfm

In times of old, the sighting of Matariki was greeted with expressions of grief for those who had died since its last appearance. Some said the stars housed the souls of those departed. Rangihuna Pire, in his 70s, remembered how as a child he was taken by his grandparents to watch for Matariki in mid-winter at Kaūpokonui, South Taranaki

Harvest

Matariki happened at the end of harvesting, when food stores were plentiful. The variety of food which had been gathered and preserved ensured an abundant supply for feasting – Matariki was an important time for festivity. Women rejoiced, sang and danced to celebrate the change of season and new beginnings. Often kites (pākau) were flown – they were thought to get close to the stars.

Revival

Matariki celebrations were popular before the arrival of Europeans in New Zealand, and they continued into the 1900s. Gradually they dwindled, with one of the last traditional festivals recorded in the 1940s. At the beginning of the 21st century Matariki celebrations were revived. Their increasing popularity has led to some to suggest that Matariki should replace the Queen's birthday as a national holiday.

Revival

Matariki celebrations were popular before the arrival of Europeans in New Zealand, and they continued into the 1900s. Gradually they dwindled, with one of the last traditional festivals recorded in the 1940s. At the beginning of the 21st century Matariki celebrations were revived. Their increasing popularity has led to some to suggest that Matariki should replace the Queen's birthday as a national holiday

http://www.teara.govt.nz/en/matariki-maori-new-year