Fairhaven School



  • Continue to communicate and engage with school(s) and the wider community about protecting and enhancing biodiversity in Te Puke via articles in the local newspaper (Te Puke Times), school website, newsletter and Wild NZ blog.
  • Increase contact with local conservation group/s.

Term 4

Theme – Forest ecology and mini beasts


  • Learn to identify common native trees and plants in their schools and local areas.
  • Learn why our native forests are important and the role they play in our ecosystem
  • Learn how and why we monitor insect populations.


  • The students walked around the school and learnt how to correctly identify common native tree species and other plants within their school grounds.
  • Students selected a native tree or plant and learnt how to make a QR code for it. Students selected the best website before creating their QR code, so other students, teachers and classes can follow our trail, scan the code and discover what the tree/plant is and useful information about it.
  • Students participated in a leaf shape scavenger hunt and brought back their findings to the group, then identified which leaves came from which trees and plants using ID guide books. 
  • The students visited Ohineanganga stream and learnt about stream habitats, water quality and how to test the water quality, search for macroinvertebrates and identify them to assess the streams health.

Term 3

Theme – Overheard the bird (native & non-native bird species)


  • Students learned to identify the birds in their local areas and the purpose of bird monitoring in predator control projects.
  • Students, teachers and parent helpers contributed to annual bird surveys (using 5 minute bird counts) and added information to the Wild NZ database.


  • The students learned how to correctly identify the most common bird species in their area and gained basic bird call knowledge.
  • We investigated local threats to native bird populations
  • We practised 5-minute & 1-hour bird surveys at two sites (school grounds & at Otawa Trig Reserve). Finding out about flight patterns & behaviour helped students identify birds too.
  • The students had a field trip to Maketu Estuary where we met wetland expert, Tania Gaborit who works for Maketu wetlands. She showed the kids a collection of taxidermy pest animals and native birds & talked about the project. It was great seeing the bird’s beaks/bills and feet up close when she discussed how the use them.
  • Wild students participated in the citizen science projects; the garden bird survey in July & the WHOLE class participated in the Great Kereru Count in September.
  • Students created kereru window protectors.

Term 2

Theme – Pest Preventers


Fairhaven Primary School students:

  • Used a variety of pest monitoring methods (including tracking tunnels and chew cards) to locate pest animals in and around the school grounds.
  • Learned how to identify pest footprints and teeth marks/chew marks on chew cards using identification guides. Tracked mice & insects.
  • Visited Papamoa Hills Reserve with ranger Mark Ray (BOPRC) at the. Mark demonstrated a range of traps to the students including stoat traps, cat cages, rat bait stations. He talked about the rabbit problem there and how they use baits to help control the population.
  • Learned how to identify pest footprints and teeth marks/chew marks on chew cards using identification guides.
  • Created “Wanted” pest posters for display at school
  • Uploaded posters and trip photos to Seesaw (classroom app) to share with parents.
  • Participated in the national Landcare Research Garden Bird survey and added bird counts to the database.

Term 1

Theme – Clean Streams


  • Year 5-6 classes learn about where our water comes from (visual and interactive session), healthy stream vs unhealthy stream activities.
  • Students assessed health of Ohineanganga stream through observation, collecting macro invertebrates and water quality tests. Students determined this stream to be in good health based on WQ results and range of macroinvertebrates. Results recorded.
  • Collect and identify macroinvertebrates to help assess the stream health.
  • Macrophotography and close observation of invertebrates

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