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aidemia--modules-lessonplan_requestTitles of parts of the lesson must be formatted as headings
What to createLesson plan
Which subjectBiology
What topicShould our rohe retain, adjust, or remove chlorine treatment from the local drinking water supply?
What length (min)45
What age groupYear or Grade 11
Include homework
Include images descriptions
Any other preferencesAS 91602 (Biology L3, 4 credits, Internal) – Integrate biological knowledge to develop an informed response to a socio scientific issue Issue focus: “Should our rohe retain, adjust, or remove chlorine treatment from the local drinking water supply?” 1. Project Kaupapa Ngāti Manawa values fresh, living waters (wai ora) that sustain people, mahinga kai and whakapapa. The Bay of Plenty District Health Board currently mandates chlorination to reduce microbial disease risk. Some whānau express concern about taste, possible long term health effects, and the impact on river tikanga when treated water returns to the awa. Uri will evaluate the biological, social, economic and cultural dimensions of chlorinated water and develop a justified personal and societal response grounded in kaitiakitanga. The class will have a discussion where two groups (western science perspective and traditional Ngāti Manawa cultural perspectives) to advice the whanau at a marae hui

Lesson Plan: Chlorine Treatment in Our Rohe's Drinking Water

Subject: Biology

Grade: 11

Duration: 45 Minutes

Achievement Standard: AS 91602 (Biology L3, 4 credits, Internal)

Learning Objective

Students will integrate biological knowledge and social perspectives to evaluate the impacts of chlorine treatment in drinking water, developing an informed response grounded in kaitiakitanga (guardianship) for the community.

Introduction (5 Minutes)

  1. Set the Context
    Introduce the topic: The debate on whether to retain, adjust, or remove chlorine treatment from the local drinking water supply. Discuss the importance of fresh, living waters (wai ora) to Ngāti Manawa and sustainability practices.

  2. Present the Issue
    Highlight the concerns expressed by some whānau regarding taste, long-term health effects, and cultural impacts on river tikanga when treated water returns to the awa (river).

Group Division and Research (15 Minutes)

  1. Break into Groups
    Divide the class into two groups:

    • Group 1: Western Science Perspective
    • Group 2: Traditional Ngāti Manawa Cultural Perspective

  2. Group Research
    Each group will research their assigned perspective:

    • Group 1: Discuss the biological implications of chlorine treatment, including the reduction of microbial diseases and potential long-term health effects.
    • Group 2: Explore the cultural significance of untreated water, the traditional practices surrounding water use, and the impact of chlorine on tikanga and mahinga kai (food sources).

  3. Guiding Questions

    • Group 1: What are the benefits and risks of chlorination from a biological standpoint?
    • Group 2: How does chlorination affect the cultural practices of Ngāti Manawa? What is the community's connection to wai ora?

Class Discussion (15 Minutes)

  1. Group Presentations
    Each group will present their findings to the class for 5 minutes. Use this time to promote understanding of both perspectives, focusing on the integration of biological and cultural factors.

  2. Facilitated Discussion

    • Engage the class in discussing the findings.
    • Ask questions such as:
      • How does each perspective contribute to the overall understanding of water safety?
      • What are the potential socio-economic implications of changing chlorine treatment practices?

Personal Reflection and Response Development (5 Minutes)

  1. Individual Reflection
    Students will take 5 minutes to jot down their thoughts on the following:

    • Whether they lean toward retaining, adjusting, or removing chlorine treatment based on the research and discussions.
    • How their view reflects both biological knowledge and cultural values.

  2. Guided Questions

    • What role does kaitiakitanga play in your response?
    • How can we advocate for an informed response that respects both scientific understanding and cultural practices?

Conclusion (5 Minutes)

  1. Summarize Key Points
    Recap important biological and cultural perspectives discussed in class. Emphasize the importance of balancing health needs with cultural significance.

  2. Next Steps
    Discuss potential actions the school or students could take, such as organizing a community hui (meeting) to further engage with whānau and develop a collective approach to water treatment.

Assessment

Resources Needed

Additional Notes

Encourage students to consider this issue as a real-world application of biology and cultural stewardship, showcasing the significance of interdisciplinary understanding in addressing socio-scientific issues.