Education Kits

This kit aims to;

• Introduce students to marine environments including both the ocean and coast

• Show the connection between the river and the ocean and how rivers have a flow on effect for our oceans

• Explore different coastal environments such as sand dunes, estuaries, and rocky shores, and understand the roles they play

• Understand the layers of the ocean, and how each is a unique ecosystem

• Learn about marine biodiversity and habitats

• Investigate food webs to see how plants, animals, and humans are interconnected

• Understand the current threats to the marine environment

• Learn how to take action to protect marine environments

At a glance NZC links:

Science (2007)

• Recognise that living things have certain requirements for survival and are suited to their environment.

• Explain how living things are adapted to their environment and how changes (e.g., pollution, sedimentation, habitat loss) affect ecosystems.

• Investigate relationships between living things and their environment (e.g., food webs, carbon cycle).

• Understand human impact on biodiversity and ecosystems.

Maths (2026)

• Collect and display data using table and graphs on species counts, litter survey results.

• Use whole numbers, fractions, decimals, percentages to compare species counts.

• Calculate averages (mean, median) for repeated measurements.

• Apply ratios and proportional reasoning (e.g., percentage of native species vs. introduced).

English (2026)

• Share observations and findings clearly using topic-specific vocabulary (e.g., “estuary,” “biodiversity”).

• Engage in discussions about marine threats and solutions.

• Write structured reports summarising coastal investigations and biodiversity findings.

Example activities using the kit:

• Exploring coastal habitats such as estuaries, driftwood, dune plants and threats to marine and coastal environments.

• Create marine, estuarine or driftwood food webs to show how everything is connected.

• Conduct a beach litter survey using the Sustainable Coastlines’ Litter Intelligence protocol. Sort and classify rubbish types.

This kit aims to;

• Introduction to how to identify native trees, and how to ID some common tree species;

• Learning about forest ecosystems and the role of each layer in the forest, and to;

• How to use this learning in planning for restoration tree planting;

• Examples of plant species for habitat planting at school/centre.

At a glance NZC links:

Science (2007)

• Recognise that living things are suited to their particular habitat and have certain requirements so they can stay alive.

• Investigate the interdependence of living things (including humans) in an ecosystem.

• Students use science knowledge to act on environmental issues—tying directly into planning and implementing tree restoration.

Maths (2026)

• Counting trees or species numbers in sample plots.

• Students measure length (tree height) and volume (wood volume).

• Applying estimation benchmarks for measurement (e.g., rough tree heights before using instruments)

English (2026)

• Share observations such as describing tree leaves, bark, berries, and forest features.

• Create simple captions or labels for photos or drawings of tree parts and forest layers.

• Discuss findings and explain classification decisions—e.g., leaf shape groups, habitat observations.

• Write simple reports describing identification, measurement processes, and restoration ideas. Present these to peers articulating reasoning and species choices.

Example activities using the kit:

Kit contains lots of student activities such as basic tree identification, measuring height of trees, observing leaf traits, bark textures, berries, and understanding where trees thrive.

Other activities:

• Leaf Detective - students collect leaves from different native trees and classify them by shape, edge (smooth/toothed), texture, and arrangement on the stem; create a “Leaf ID Chart” with sketches or photos and descriptive labels.

• Bark & Berry Bingo - students explore the forest or school grounds to find trees with distinctive bark patterns or berries, then record observations in a field journal.

• Match tree species to their preferred habitat conditions (light, soil type, moisture)

• Gap Analysis Walk - Students survey a restoration site, identify missing forest layers, and propose species to plant; create a planting plan with diagrams and reasoning.

• Community Action Proposal - write a persuasive letter or presentation to a local council or community group advocating for native tree planting.

This kit aims to;

• Introduction to how to identify invertebrates.

• The role of invertebrates in our ecosystems, including their habitats and diet.

• Ways to monitor invertebrates in your environment.

• Develop action projects around increasing biodiversity in your environment.

At a glance NZC links:

Science (2007)

• Planning and carrying out investigations into invertebrates and learning why monitoring invertebrates matters.

• Sharing findings from invertebrate surveys.

• Developing biodiversity action projects.

• Recognise that all living things have certain requirements to stay alive.

• Explore how invertebrates interact with their environment (diet, predators, pollination).

Maths (2026)

• Students collect, sort, and display data using tables and graphs; interpret patterns and trends; critique reliability.

• Use counting, grouping, ratios, and proportions to describe situations.

English (2026)

• Share observations and findings clearly using precise vocabulary (e.g., “habitat,” “adaptation,” “biodiversity”).

• Engage in discussions about the role of invertebrates in ecosystems.

• Read and interpret informational texts about invertebrates, habitats, and diets.

Example activities using the kit:

• Observe and describe invertebrates’ features (legs, wings, shells) and habitats.

• Classify animals into groups (vertebrates vs. invertebrates).

• Investigate how ecosystems depend on biodiversity and how invertebrates contribute to soil health, decomposition, and food webs.

• Use evidence (monitoring data) to explain how environmental changes affect invertebrate populations

• Counting invertebrates, calculating percentages of species types, comparing populations across sites, or bush sites verses grasslands for example

This kit aims to;

• Introduce students to pest animals in NZ

• How they affect the ecosystem and the native plants and animals

• How we monitor for pest animals we have in our landscape

• Why we need to control pest animals, and what methods are available to control or remove pest animals from our landscape (optional)

At a glance NZC links:

Science (2007)

• Students use tracking tunnels and chew cards to gather evidence of pest activity.

• Recognise that all living things have certain requirements for survival.

• Explain how introduced species affect native plants and animals.

• Understand relationships between living things and their environment (e.g., food webs, competition).

• Investigate how human actions (such as pest control) impact ecosystems.

Maths (2026)

• Pose investigative questions (e.g., “Which pests are most common in our school grounds?”).

• Collect, manage and display data from tracking tunnels and chew cards.

• Summarise and interpret patterns (e.g., pest frequency by location).

• Map tunnel and chew card locations using scale and coordinates.

English (2026)

• Share observations and findings clearly.

• Use precise vocabulary related to ecology and pest management.

Example activities using the kit:

• Set up tracking tunnels or chew cards in the school grounds. Record footprints or chew marks, tally results.

• Recognise introduced species and their adaptations. Discuss why these adaptations make pests successful in NZ environments.

• Build a simple food web diagram showing native species and add pest animals to see what changes. Predict what happens if a pest population increases or decreases.

• Debate or role-play: “Should we control possums?” Students research pros and cons.

• Plan and implement a biodiversity project (e.g., planting native shrubs to support wildlife after pest control).

This kit aims to;

• Introduction to water quality issues in NZ.

• Identify how land use affects water health.

• Assess stream health in your local river through completing different science tests.

At a glance NZC links:

Science (2007)

• Plan and carry out investigations (e.g., water clarity, pH, conductivity, temperature, flow rate).

• Gather and interpret data from physical and biological tests.

• Explain how living things are adapted to their environment and how changes (e.g., land use) affect ecosystems.

• Use science knowledge to make decisions about improving stream health (riparian planting, fencing, rubbish removal)

Maths (2026)

• Accurate collect and manage data, using displays such as tables and graphs, summarise, interpret, draw conclusions, and communicate findings.

English (2026)

• Share observations and findings clearly using scientific vocabulary (e.g., “clarity,” “pH,” “riparian”).

• Engage in discussions about water quality issues and solutions.

• Read and interpret informational texts about water quality, land use, and stream ecology.

Example activities using the kit:

The kit has all activities listed to complete a water quality assessment of a stream such as measuring water flow, clarity, sediment size, pH, temperature, conductivity, nets and trays for catching invertebrates, and conducing a habitat survey.

This kit aims to;

• Understand what fungi are

• Learn where fungi live and their role in the ecosystem,

• Identify the diverse types of fungi you can find in New Zealand

At a glance NZC links:

Science (2007)

• Investigating in science - planning and carrying out investigations into fungi, predicting where fungi might be found.

Maths (2026)

• Collect and display data using table and graphs on types of fungi and location..

English (2026)

• Share observations and findings of fungi found, including colour, shape and size.

• Engage in discussions about the role of fungi in ecosystems.

• Discuss why fungi grow in certain habitats (shade, moisture, decaying wood).

Example activities using the kit:

• Go on a fungi hunt.