"Under the Sea", Connected, level 4, November 2018
04 November 2018
Students from local high schools surveyed a 100-metre long rocky reef located 11 kilometres off the Taranaki coast. They partnered with divers, biologists, engineers, fishers, and local iwi to discover and record the plants and animals that make their home.
You can find the article and the teaching notes here:
Other useful resources
- Koru pāua measurement tool – Here is an example of a New Zealand technology student who developed a tool for measuring pāua in their own habitat without having to pry them off rocks.
- Milestones in Underwater Photography – Underwater photography has developed over time. Here are some important pictures in the history of underwater photography.
- Discovery of sound in the sea – Read about how sound technologies are used for many different purposes in monitoring the sea.
- Underwater photography and environment preservation – Read about taking care of the underwater environment when photographing.
These could include:
- How have the underwater photographic and sound technologies expanded human possibilities by changing people's sensory perceptions and or physical abilities?
- Expanding human possibilities can result in positive and negative impacts on societies and natural environments and may be experienced differently by particular groups of people. What are some of the positive and negative impacts of these technologies?
- Identify and categorise the knowledge and skills from other disciplines (e.g. mathematics, science) that may have informed the development of these technologies.
- The underwater cameras, and the underwater microphone are technological systems. Identify the specific role of components in these input-process-output systems and how they work together. What is the "control role” that humans have in the system?
Indicators of progression for discussion starters
|Characteristics of technology||
|Technological area||Progress outcome|
|Designing and developing digital outcomes|| |
PO2: In authentic contexts and taking account of end-users, students make decisions about creating, manipulating, storing, retrieving, sharing, and testing digital content for a specific purpose, given particular parameters, tools, and techniques. They understand that digital devices impact on humans and society and that both the devices and their impact change over time.
Students identify the specific role of components in a simple input-process-output system and how they work together, and they recognise the "control role” that humans have in the system. They can select from an increasing range of applications and file types to develop outcomes for particular purposes.