BEIJING OLYMPIC GAMES

Major Social Sciences unit with activities based in the Beijing Olympic Games. The Olympic Games, Beijing 2008, offer a wonderful opportunity to increase our knowledge about China and our understanding of the Chinese people. Many aspects of the Games reveal insights into Chinese culture. Take the timing of the opening as an example: it is not by chance that the Games will open on the 8th of August (08/08/2008) - the number 8 in China signifies prosperity and is considered particularly lucky.

CELEBRATING FLIGHT & AVIATION

A social sciences, English and cross curricula unit that celebrates the enourmous impact and benefits that the development of aviation has made to our society.

UNDERSTANDING EXCHANGE RATES

A beginners guide to understanding exchange rates.

- exploring and understanding basic economic concepts of:money; goods and services; supply and demand.
- using the context of our exchange rate to explore the economic effects this has on our country and in particular, our farmers.
- understanding reasons for buying and using other currencies.
- examining and identifying some of the reasons that our dollar changes its value against other world currencies.
- gaining a basic understanding about how exchange rates affect the way we trade with the rest of the world

OUR AQUATIC ENVIRONMENT

The Aquatic Environment is very much a part of the New Zealand experience. We enjoy these aquatic environments for their beauty, for relaxation and for sport and recreation. But just how much about our aquatic environment do your students really know? This unit uses the Aquatic Environment to develop research and study skills; oral presentation skills, and design skills.

REWI ALLEY

One of the most famous and controversial of New Zealanders. This major social science/English unit from nzedge .com is designed for teachers to explore the life, times and achievements of this Optomist and Hero as part of the classroom programme.

PROTECTING OUR ECOSYSTEMS

This unit explores the concept of biosecurity and why we must protect our precious ecosystems from pests and diseases. We then focus on the dangers of the Red Imported Fire Ant, explore a biosecurity success story, and conduct web research on other pests and diseases. The unit concludes with challenges to students on the best ways of getting these messages out to the wider community.

ENTERPRISE EDUCATION

NEW ZEALAND-NEW THINKING

ENTERPRISE EDUCATION. In this unit we explore the Brand New Zealand programme for business : New Zealand -New Thinking,and help our students take pride in our past and present achievements. Byexploring our past and present, students will be better able to ‘tell our story’ – a story of NewZealanders making things happen and daring to do things differently. Understanding and promoting this ‘point of difference’ is the key to our success on the world stage.

BECOME AN ENTREPRENEUR

In this unit, students consider what makes an entrepreneur and the special skill sets they have. Is it possible to have those skills sets ourselves? Individuals and groups are challenged to plan and undertake a project using these skills. Further research continues into the 'New Cool' – new businesses in new Zealand showing special skills in developing new and innovative ideas.

USING THE SKILLS OF AN ENTREPRENEUR

Enterprise education where students use the skills of an entrepreneur to put together a 'real life' school or class fundraising programme — including a business plan. Most suitable for Years 6-10+.

TREATY OF WAITANGI FOCUS

TREATY OF WAITANGI BACKGROUNDER

This unit is designed to provide a background of knowledge for students and help them understand the historical context of the Treaty of Waitangi, why it was signed and what it promised the treaty parties. The unit takes the form of a web research project using the ‘Story of the Treaty’ section of the website: www.treatyofwaitangi.govt.nz

The following 3 PDFs are based on the Treaty of Waitangi Website and take the form of a student web based research project. Most suitable for curriculum levels 3-4+, the project covers the following aspects:1. Timeline of Events in New Zealand: 1800-1849
2. Timeline of Treaty Events : 1800-1840
3. Key People. Maori Leaders: 1800-1900
4. Key People: Politicians, Judges, Officials
5. Modern Day: Quotes, 1980-1990
6. Student multi choice discussion and evaluation copymaster.

TREATY UNIT ONE

TREATY UNIT TWO

TREATY UNIT THREE

GROWING UP IN NZ (PT 1)

Growing Up in New Zealand Pt1 & 2. A major 8-10 week cross curricula unit where students find out how past generations of children dealt with some of the challenges they faced when growing up in New Zealand in earlier times. Our thanks to Zac Harding, a student at Christchurch College of Education for this wonderful unit.

GROWING UP IN NZ (PT 2)

WONDEFUL GRANPARENTS & OLDER FRIENDS

A full social science unit for 5-8 year olds dealing with culture, heritage, time, continuity and change. In this unit, pupils learn about how their grandparents and older friends fit into the school and the local community. The unit concludes with suggestions as to how to run a successful and fun 'Grandparents Day'.

GREAT NZ SCAVENGER HUNT

In this project, students answer questions about New Zealand, find out about the country, and at the same time gain confidence in using the Internet as a research tool.

CONFLICT AND MEDIATION

Real life social science for years 4-9 where students learn about resolving conflict, mediation techniques, the meaning of compromise. differing opinions and finding solutions to real life problems. Full curriculum strands, objectives and assessment activities provided.

UNDERSTANDING MAORI PLACE NAMES

Hundreds of towns, rivers, harbours and geographic features of New Zealand have Maori names - but just what do they mean? How did they get these names? Students will be surprised just how literal these names are and how well they describe a place or a geographic feature.

PUSH PLAY SOCIAL STUDIES

Great Social Science activities to promote regular exercise. In this unit we focus on games - both old and new and from different countries.

LIVING WITH THE LAW

An examination of why we have rules and laws at school, at home and in society. Students are asked to consider what it would be like if we didn't have laws and they put current classroom and school rules and laws under close scrutiny. Students are asked to consider why it is necessary to revise and update rules and laws.

CLEBRATE CHILDREN'S DAY

Celebrate Children's Day at any time during the year that is convenient - it is the universal message which is important. Here are some great ideas for making it a part of your classroom programme.

UNDERSTANDING & USING PETITIONS

In this social science based unit we look at petitions as a means of changing, altering, updating or removing an existing classroom rule - just as our society uses petitions to bring about change and highlight concerns to our elected representatives.

CLASSROOM WITH A DIFFERENCE

Social Science/Technology English unit where your class take a virtual cruise on The Interislander from Wellington to Picton across Cook Strait.

COMMUNITY PROFILE

Real Life Social Studies (Maths & Technology) where students: gain an understanding of the diversity within their local community; make a community profile and visual presentation; and develop facility in using an interactive website map. Proudly sponsored by Statistics New Zealand

Explore our amazing selection of live webcams allowing your students to explore their world - live! It's almost as good as being there.

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