Episode 1 & 2: The Last Place on Earth & Treasure Islands
On this page: Exploring the themes | Curriculum areas | Key competencies | Links
Millions of years ago, the largest islands of the South Pacific rose from the ocean to become home to specialised plants and animals adapted to a unique environment.
In more recent times Polynesian voyagers crossed the Pacific to finally make landfall on the shores of the 'long bright cloud'. The Polynesians faced a new environment, but one teeming with food – fish, seals and birds. Over the next 500 years, they re-shaped the land and developed a sophisticated Maori tribal society.
Screening: Saturday 24 September 2005. 7.30pm. TV One.
(Episode 1 repeated on the following Sunday at 10am)
(Episode 2 repeated on the Sunday 2 October at 10am)
NB: Please read the information on the Screenrights site http://www.screen.org/ if you are interested in recording this programme and using it in your classroom.
Exploring the themes
These episodes take viewers from the formation of New Zealand through to the arrival of the earliest peoples on our shores.
It presents the story of a tumultuous volcanic country, its original form and eventual separation from Gonwandaland; tectonic plates and the rim of fire; a deeply forested terrain through which moa roamed freely; a country rich in unique flora and fauna.
In the second episode, the story moves to the telling of the fortunes of ocean-going peoples who built vessels capable of crossing large distances; who relied on their knowledge of tides, currents, winds and astronomy to reach their destinations. It presents insights into their early technologies, initial landfalls and settlements, and the growth from the first steps on a deserted shore to the establishment of an active tribal society.
The themes lean toward questions such as
New Zealand's volcanic past established a string of islands. How have we changed over the millennia and is the formation process over?
We are a country on the edge of the world. Where are we geographically and what legacies do we carry from our near and distant landmass neighbours? What might we be like if New Zealand had not become an island nation?
Today we travel easily to all parts of the world, with mass transport vehicles, sophisticated technologies such as global positioning systems and maps and charts to help us. What assisted the early voyagers on their travels, what technologies did they rely upon, and how did they plan for their survival when starting out on a journey to unknown destination?
back to topCurriculum areas
Essential Learning Areas that support these themes include:
- Science in the New Zealand Curriculum
Planet Earth and Beyond
Making Sense of the Living World - Technology in the New Zealand Curriculum
Technology and Society - Social Studies in the New Zealand Curriculum
Time, Continuity and Change - NCEA: Science
- Putaiao I Roto I Te Marautanga O Aotearoa
http://www.tki.org.nz/r/science/curriculum/contents_m.php - Hangarau I Roto I Te Marautanga O Aotearoa
http://www.tki.org.nz/r/technology/curriculum/maori/contents_m.php - Te Wahanga Ako Tikanga Ā Iwi
http://www.tki.org.nz/r/socialscience/curriculum/index_m.php
Key competencies
Draft key competencies framework
Discussion and consultation about the revised New Zealand Curriculum has been ongoing. The conversations have led to a proposed draft framework with five overarching (and interconnected) groups of key competencies:
- Thinking (critically, creatively, logically)
- Relating to others
- Managing self
- Making meaning (multi-literacies and making meaning using movement, symbols and technologies)
- Participating and Contributing
They acknowledge that:
Knowledge, skills, attitudes and values cannot be separated
The competencies (knowledge, skills, attitudes, values and motivation) are inextricably interconnected.Key competencies are used together
In real life, people do not use just one competency at a time; they use combinations of key (generic) competencies and specific competencies (for example, subject-based skills and knowledge).Key competencies are developed throughout life.
People develop expertise in key competencies throughout their lives. Increased proficiency is better thought of as the ability to combine and use key competencies appropriately in increasingly complex situations, rather than as a 'straight-line' development of individual competencies.
Reference working documents in the Curriculum Marautanga Project community on TKI http://www.tki.org.nz/r/nzcurriculum/
Rich questions
When considering a key competencies approach to exploring the Frontier of Dreams series, the following rich questions might provide a starting point for learning discussions. They encourage using the information and insights gained from the programmes to respond to the "so what" question – ie "so what – that was then, and this is now; what relevance does it have to me today?"
The challenge is to connect and make relevant the knowledge and understandings of the past to the present day experiences of, and influences upon, learners of today as they become active participants and discerning individuals in an increasingly complex society.
Key competency: Using language, symbols and texts (making meaning)
The Frontier of Dreams series itself uses language, symbols and texts to convey its meaning.
- What decisions did the producers and historians make to enable them to tell the stories within the confines of a production schedule, budget and available on-screen minutes?
If faced with the same challenge and constraints
- How might we express and represent what we know, feel and imagine?
- Whose languages, symbols or texts are we choosing and using, and why?
- How does the way we make meaning change in different contexts and times?
Key competency: Using knowledge and information (thinking)
Science knowledge and understandings are shaped by the information available at the time, and the testing and exploration of propositions and assumptions. Our history is filled with examples of past accepted knowledge being overturned and rejected as new information comes to light.
- Frontier of Dreams presents a view of the formation of New Zealand, and images of its likely terrain, flora and fauna. How were the producers able to create this view, and what information informed their thinking?
If we were making a series which built on Frontier of Dreams to present a view of New Zealand in the year 3000 and beyond, how would we begin?
- What do we need to know to address this question?
- Where does this knowledge come from and how will we know if this knowledge is sufficient?
- How can we use what we know already in this new context?
Links
There is a wide range of quality materials available on the web, and in print, which could support student investigations and offer different lines of inquiry to reflect local interests and circumstances. Links which might be of interest are provided below.
TVNZ Frontier of Dreams programme page
This area provides images and video clips from the series and background reading relating to the themes.
http://www.tvnz.co.nz/view/fod_index_skin
Te Kete Ipurangi online communities
Online materials
Interactives
This web page, part of the wickED site, provides links to a series of science interactives. These include: QuizITs (a series of scientific quizzes), environmental education activities, and several geography interactives that include information on below the earth's crust, tectonic plates, the rock cycle, what the earth is made of, and heat and pressure
http://www.tki.org.nz/r/wick_ed/interactives/index.php
PE-L5-OB1/2
This is a selection of science questions related to level 5 of the New Zealand science curriculum planet earth and beyond strand, objective 1/2. They are reproduced by the New Zealand Council for Educational Research from the Third International Mathematics and Science Study (TIMSS). The questions relate to investigating and describing processes which change the Earth's surface over time at local and global levels.
http://arb.nzcer.org.nz/nzcer3/TIMSS/science2/PE-L5-OB1-2.html
PE8522
This Assessment Resource Bank material relates to level 5 of the science curriculum planet earth and beyond strand, objectives 1/2. Using a stimulus diagram showing plate tectonics, students explain why the following geological features or events: earthquakes, mid-ocean ridge, ocean trench, and volcanoes are present.
http://arb.nzcer.org.nz/nzcer3/SCIENCE/PLANETE/8500-599/PE8522.htm
Sacred Gift
In this level 5 unit, intended for years 9–10, students focus on the importance of Tongariro National Park to people in New Zealand, while exploring how ideas about conservation and the actions of conservationists have been viewed through time.
http://www.tki.org.nz/r/socialscience/curriculum/SSOL/sacred_gift/index_e.php
Science IS – Plate tectonics: birth of a theory
This Science IS activity is an example of how teachers can use the integrating strands in classroom learning experiences. In this activity students look at how plate tectonic theory developed and why it was not accepted when it was first introduced. Curriculum level: 5-6. This activity may be used as a context for science Achievement Standard 1.2. (AS 90187: Process information to describe a use of science knowledge with direction.)
http://www.tki.org.nz/r/science/science_is/activities/isact_plate_tectonics_e.php
Science Interactives – TKI Hot Topic
This Hot Topic from May 2002 lists a selection of interactive science websites. The sites are grouped into general science, chemistry, biology, geology, and space.
http://www.tki.org.nz/r/hot_topics/sciinteract_e.php
TKI Webwatch: Transit of Venus connects us to our history
This TKI Webwatch from the 24 May 2004 edition of the NZ Education Gazette looks at the Transit of Venus website created to celebrate this 120-year astronomical event. It also discusses the Stonehenge Aotearoa site. Guest online editors find related websites exploring both the solar system and the life of Captain Cook, and resources showing where to find Matariki are also included.
http://www.edgazette.govt.nz/articles/show_articles.php?id=6649
Geo/1/7 – E version 1
This assessment material entitled 'Global Earthquakes and Plate Tectonics', supports internal assessment for New Zealand geography achievement standard 1.7, AS90208 version 2 – Examine a global study. Involves students studying earthquakes in differing parts of the world.
http://www.tki.org.nz/r/ncea/geo1_7Ev1_26aug04.doc
Sci/2/2 – B version 4
This assessment material entitled The Historical Development of the Theory of Plate Tectonics, supports internal assessment for New Zealand science achievement standard 2.2, AS90771 version 1 – Research information to present a scientific report. Involves students producing a report on how the theory of plate tectonics developed from 1620 to the present day.
http://www.tki.org.nz/r/ncea/sci2_2Bv4_14dec04.doc
TKI search string: keyword "tectonics"
TKI search string: keyword "voyages"
Te Ara: The Encyclopedia of New Zealand
- Geography and geology – remote in the southern seas
http://www.teara.govt.nz/NewZealandInBrief/NaturalEnvironment/1/en - Fauna
http://www.teara.govt.nz/NewZealandInBrief/NaturalEnvironment/5/en - Pacific Migrations
http://www.teara.govt.nz/NewZealanders/MaoriNewZealanders/PacificMigrations/en - The world's first seafarers
http://www.teara.govt.nz/NewZealanders/MaoriNewZealanders/PacificMigrations/1/en - Ancient voyaging in near Oceania
http://www.teara.govt.nz/NewZealanders/MaoriNewZealanders/PacificMigrations/2/en
Te Papa – Collections Online
Visit the growing rich collection of online images in the Te Papa Collections Online.
http://test.tepapa.govt.nz/col/ObjectSearch.aspx?sm=aco
Digital Conversations – video conference
Dr Bob Watson – Climate Change
Dr Watson is the Chairperson of the Intergovernmental Panel on Climate Change (IPCC). He is also senior spokesperson for the World Bank on global warming and climate change and was the Associate Director for Environment in the Executive Office of the US President in the Clinton administration.
http://www.digitalconversations.org.nz/climate/pres_bob_e.php
Offline resources
The following information provides examples of books and printed resources which may be available in the school library. While some of the following items are intended for younger audiences, they might provide springboard ideas for this initiative.
Earthquakes: Feeling the Earth Move – Online Guide
This website describes book 40 of the Building Science Concepts series. It provides activities to enable students to develop their understanding of geological processes. It also includes a synopsis of the book, relevant achievement aims and a concept overview, which explains development of the big ideas of tectonic plate interaction and landscape change, at levels 3-4. The site has a book ordering facility, and links to related titles in the series.
http://www.tki.org.nz/r/science/curriculum/bsc/overview/short_desc_e.php?order=1&page=p40_e.php
Sailing the Pacific – Teachers' Notes
This page provides teachers' notes for an article from School Journal, Part 2, Number 3, 2003, that explains traditional sailing and navigation methods used by early Polynesian voyagers. The notes include an overview, features to consider, readability, supports and challenges, responding to the text, suggested activities, cross-curricular links, and related websites.
http://www.tki.org.nz/r/literacy_numeracy/professional/teachers_notes/school_journal/ tchr_notes/SJ_Par20303/sailing_the_pacific_e.php?part=1
Earth Science
Learning Media item 86156. This slide set provides a broad introduction to important New Zealand landforms, rock types, and the geological processes involved in their formation, plus an extensive list of regional resources.
Earthquakes: Feeling the Earth Move: Book 40: Levels 3-4
Learning Media item 12657. Building Science Concepts series: Book 40.
Earthquakes are commonly studied in schools, mostly as part of the social studies curriculum, where the focus is on their disastrous effects on populations. This book focuses on the processes that drive earthquakes and the ways in which these processes contribute to the Earth's constant changes. A distinctive feature of each Building Science Concepts book is the 'concept overview' (inside front cover), which sets out the progressive concepts that build towards the 'big ideas'. Each book includes science notes for teachers as well as suggested student activities. The online teachers' guide for the series is on Te Kete Ipurangi at http://www.tki.org.nz/r/science/curriculum/bsc/index_e.php
0 478 12657 3 [ ISBN ]
Nga Mahi a Ruamoko
Learning Media item 10524. Part of a set of materials for levels 1-2 immersion focused on the rocks of Aotearoa. This book looks at mountain building, plate tectonics, and seismic activity.
1 8773 0708 4 [ ISBN ]
School Journal, Part 4 Number 3, 2004
Learning Media item SJ4304. The articles and stories in this issue feature hanging about on the reclaimed land by Wellington's ferry port, fearing that your parents may make you look geeky at the school concert, the Taupo eruption, an introduction to writer-performer Apirana Taylor, and BMX racing. The activity is making flip-art mini movies. The poem celebrates an old dog who comes alive at night.
Book One: Earthquakes, Volcanoes & Tsunamis
This book explores the mechanics of natural disasters and provides background information about the frequency, locations and destruction of earthquakes, volcanoes and tsunamis as well as providing opportunities to research significant disasters in history. Contains photocopy masters.
Associated Publications
© Scholastic New
Zealand Limited, 2005
Scholastic New Zealand has published a set of four books to accompany the Frontier of Dreams series. Contact: http://www.scholastic.co.nz/contact.html
If you have suggestions as to additional resources which could support the exploration of this episode or series, please feel free to email us at frontierofdreams@learningchannel.org.nz