A project-based learning approach in this field trip
Project-based learning (PBL) is a suggested teaching and learning approach to support student-led inquiry into an area of interest. PBL provides opportunities for students to build key competencies and skills such as:
- critical thinking
- problem solving
Use the online field trip: Te Araroa Trail: connecting people and places to ignite student curiosity and questions, and the following framework to support student-led learning through PBL.
Individually or in a group, students can explore resources in this field trip to:
- Discover more: Interesting background information, images and page narrations about the field trip topic.
- Connect with experts: Insights into field trip people, their interests and careers Online March 16 2021
- Explore field trip videos: Field trip videos and information Online April 5 2021
- Take a Google Earth for Web tour: A virtual experience using interactive maps, 3D images, video images and information. Online April 5 2021
Use the questions on the field trip videos page and/or some of the following questions to help students consider key concepts:
- What are some of the different tracks and trails near your place?
- What do you need to think about and plan for if you are aiming to explore any of these tracks and trails?
- What are the different ways that groups in your community look after local tracks or trails?
- What are some different ways to show kaitiaki and care/respect for the outdoor environment?
- Why should being able to see or hear native and endemic flora and fauna when exploring a trail matter to you?
- How is getting involved in walking and hiking beneficial to you and society?
- How might people be encouraged to explore their local tracks and trails?
- Why should having access to our natural environment matter to you?
See, Think, Wonder
Project-based learning requires a meaningful and authentic problem to solve or question to answer. Support students to identify an area of interest, including a problem to solve or question to answer, For example:
- Problem: People are sometimes not fully prepared for the outdoors in Aotearoa New Zealand.
- Question: So... How do we ensure people are properly prepared and equipped to explore tracks safely in Aotearoa New Zealand?
Students can identify their own problem and question to answer as they engage with this field trip, supported by the following questions:
- What do you SEE?
- What do you THINK?
- What did you WONDER about?
- What QUESTIONS do you have?
- What do you want to FIND OUT MORE about?
Help students to establish goals, plan, connect and create content and/or a solution. For example:
- Plan and approach: Connect with people and information to establish planning and preparation requirements before heading into the outdoors. Explore examples where people got into difficulty in the outdoors and the lessons that were learned.
- Solution: Create a video about the need for planning and preparation before heading into the outdoors.
Students analyse who they want to know about their project and why. Essentially who cares?
- Who in the school and community would benefit from their ideas and information?
- What careers connect with their ideas and information?
- What organisations can use student ideas and information?
- Is there need for a wider audience? National? Global?
Students identify how they will share their content for effective impact. Some examples include, but are not limited to:
- School assembly and communications with whānau.
- Showcase in a local library, community centre, cafe and/or to a local business.
- A community event
- Digital platform: in a movie, website, Google Earth for Web, on a school social media platform.
- Local media outlets.
Share your students' work with LEARNZ!
Send us a small file (less than 10Mb). You can do this as an attachment to firstname.lastname@example.org.
If it's a large file, send a link to a public file/resource to email@example.com.
For example, entries can be uploaded onto a YouTube account with the privacy option on ‘Public'. Or send a link to a file in your school Google drive, set it to ‘Anyone with a link’, as ‘Viewer’. Please do not send in large source files. Make sure you provide us with your students' first names, year group/s and the name of your school in your email. Add a brief description if you think it's needed. Before your students share any learning, please ensure you review it first; Any other media content, such as images and sound, need to adhere to appropriate Creative Commons licensing. Make sure any people who are in images and video have given their permission to feature.
Student self assessments
Your students can complete the online student pre-assessment and post-assessment forms for this field trip. Once completed you can email firstname.lastname@example.org to have your class submissions extracted and emailed to you. It's OK if just some of your students have filled them in or if they have submitted either self assessment rather than both.
- Video question sheet - Word (31k) | PDF (217k) | Google doc to use for each video (based on SOLO Taxonomy).
- Web conference activity: Students can work on this activity while they listen to live or recorded web conferences - PDF (118k) | Google Doc. Notes from these pages could be shared to help put together the class web conference summary.
- Webconference summary sheet: A class summary of an web conference is a great way of reviewing the information your students heard. It's easy to do, purely as some text, or as main facts on a picture background. - PDF (78k) | Google doc.
Enrol in this trip to replay the web conferences if you missed them.
The LEARNZ team would love to see how students and teachers are participating in this trip! We will use your mahi to improve this and other online field trips, as well as share and credit any teacher and student contributions in our online spaces! Send to: email@example.com
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