Bad Weather Contingency

Indoor Alternatives

When Taranaki weather forces a change of plan — five activities that deliver the same learning outcomes indoors.

Taranaki weather note: The proximity of Mount Taranaki creates highly localised and rapidly changing weather. Rain can arrive with little warning, particularly on the eastern and southern slopes. Always have this contingency plan ready, even on days that start fine.

Virtual Reserve Simulation

Replaces the site visit — full classroom setup

45 min Whole class

Materials needed

Printed BMS bookletsAudio recordings of NZ birdsString (for cruciform)Printed species picture cardsStopwatch

Set up 'stations' around the classroom or hall with printed species cards and animal evidence photos.

Play a 5-minute mixed audio track of NZ birds. Students tally species using the booklet's bird count sheet.

Lay out string on the floor in a cruciform pattern. Scatter printed plant cards. Students record 'seedlings' by height class.

Provide printed photos of pest evidence (droppings, browse, tracks). Students complete the pest animals section.

Students fill in the General Observations and Field Notes sections from their classroom 'survey'.

Taranaki context: Use audio recordings of Taranaki-specific species: Tūī, Kererū, Riroriro, Pīwakawaka. Include a Ruru (morepork) call for the night survey section.

Data Analysis Masterclass

Use real or hypothetical Taranaki survey data

30 min Groups of 3–4

Materials needed

Printed dataset (hypothetical Taranaki site)BMS bookletsAccess to the Score Calculator (website)Worksheets

Provide each group with a pre-prepared dataset from a hypothetical Taranaki reserve (bird counts, RTC%, stream scores).

Groups input the data into the Score Calculator on this website.

Calculate the Composite Biodiversity Health Score and determine the Green/Amber/Red rating.

Each group writes a 'Key Findings & Recommendations' report using the format on Page 6 of the booklet.

Groups present their findings to the class and compare scores across different hypothetical sites.

Taranaki context: Provide datasets that reflect realistic Taranaki conditions — e.g., moderate possum pressure (RTC ~8%), good avian diversity near the maunga, and moderate stream health in the Waiwhakaiho catchment.

Design a Better Trap Workshop

Engineering + pest ecology

30 min Groups of 2–3

Materials needed

Craft materials (cardboard, tape, string)Printed pest species fact sheetsBMS booklets (Page 5)

Introduce the concept of RTC% and what it means for forest health.

Discuss the ethics and mechanics of humane pest control.

Each group designs (on paper or with craft materials) a new type of trap or tracking tunnel.

Groups must explain: which species it targets, how it avoids native species, and how it would be deployed on a transect.

Present designs to the class. Vote on the most practical and humane design.

Taranaki context: Frame this within 'Towards Predator-Free Taranaki'. Discuss how community trapping networks contribute to regional biodiversity goals.

RTC% Maths Challenge

Applied mathematics from the booklet

20 min Individual or pairs

Materials needed

Printed worksheetCalculators

Review the RTC% formula: RTC% = (catches ÷ trap-nights) × 100.

Work through a series of scenarios: e.g., 4 catches over 3 nights on a 10-trap line.

Classify each result using the thresholds: ≤2% V.Low, ≤5% Low, ≤10% Moderate, ≤20% High, >20% V.High.

Calculate what reduction in catches would be needed to move from 'High' to 'Low'.

Extension: graph RTC% over 6 months of hypothetical trap data and identify trends.

Taranaki context: Use realistic Taranaki trap-line data if available from local conservation groups (e.g., Wild for Taranaki). Real data makes the maths meaningful.

Expert Q&A Session

Virtual or in-person guest speaker

45 min Whole class

Materials needed

Prepared student questionsVideo conferencing (if virtual)BMS booklets for reference

Invite a local conservationist, DOC ranger, or ecologist — in person or via video call.

Students prepare questions in advance based on their pre-learning from the website and booklet.

Suggested topics: what a typical survey day looks like, the most challenging species to monitor, how data is used in conservation decisions.

Students take notes and record one 'key insight' to share with the class.

Follow up with a written reflection: 'What would you do differently on your next site visit?'

Taranaki context: Potential speakers: Taranaki Regional Council ecologists, Wild for Taranaki, DOC Taranaki, or Ngā Whenua Rāhui representatives.