Protecting Our Kaimoana

Protecting Our Kaimoana

Pencil and paperOnline interactive
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Further Resources
This task is about answering some questions about a report.
Read the story "Protecting Our Kaimoana" School Journal, Part 3, No. 3 1990 to help answer these questions. 

Question

a) The reason Eddie decided to take up his job as a Fisheries Officer was that he

    • felt he had been doing his diving job for too long.

    • wanted to catch poachers and cheats and put them in jail.

    • was asked to help by the local kaumātua.

    • liked working with people and explaining things to them.

    • wanted to assist in protecting kaimoana.

Question 2Change answer

b) How does Eddie know that there is less kaimoana now than there used to be?

Question 3Change answer

c) Eddie says there are two parts to his job as a Fisheries Officer. What are they?
1.
2.

Question 4Change answer

d) What gives Eddie the authority to stop people he thinks are carrying seafood?

Question 5Change answer

e) What two things must people do before they can take more than the usual quantity of kaimoana, e.g., for a hui or tangi?
1.
2.

Question 6Change answer

f) What two ways does Eddie say cheats and poachers try to hide their illegal catches?
1.
2.

Question 7Change answer

g) What is the main reason for the decrease in kaimoana, according to Eddie?

Question 8Change answer

h) When people are 'banned' from doing something, what does that mean?

Question 9Change answer

i) In some places all the fish, crayfish and shellfish are now gone. What word does the writer use to describe these places?   
Task administration: 
This task can be completed by pen and paper or online.
Copyright: 
Protecting our Kaimoana - Text was first published by Learning Media Limited on behalf of the Ministry of Education ©  Eddie Waitoa 1990. Reproduced with permission.
 
Source: School Journal, Part 3, No. 3, Learning Media, 1990.
Level:
4
Curriculum info: 
English, Making meaning, Reading
Key Competencies: 
Thinking, Using language, symbols, and texts
Keywords: 
reports, article, kaimoana, comprehension, vocabulary, School Journal, locate information, SJ-3-3-1990
Description of task: 
Students read a report on a fisheries officer's work and make mainly short written responses. The assessment focus is on comprehension and vocabulary. SJ-3-3-1990. Text provided.
Curriculum Links: 
Links to the Literacy Learning Progressions for Reading:
This resource helps to identify students’ ability to:
  • locate and summarise ideas
as described in the Literacy Learning Progressions for Reading at: http://www.literacyprogressions.tki.org.nz/The-Structure-of-the-Progressions.

 

Learning Progression Frameworks
This resource can provide evidence of learning associated with
Making sense of text: processing system, set 5
within the Reading Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.
Answers/responses: 
  Y9 (03/1999)
a)  wanted to assist in protecting kaimoana very easy
b) Any 1 of:

He has:

  • seen numbers go down.
  • been the leader of a diving team for 10 years.
  • been fishing himself for many years.
 moderate
c)
  • Educating people about the rules.
  • Checking that the rules are being followed/catching rule breakers.
 2 correct – moderate

1 correct – very easy
d) Any 1 of:

  • A warrant from the Ministry. [Do not accept: "license".]
  • He is a Fisheries Officer.
 easy
e)
  • Get a permit.
  • Have it signed by an iwi elder/kaumatua.
 2 correct – easy

1 correct – very easy
f)
  • Hide them in cars.
  • Leave them in bags attached to buoys.
 2 correct – easy

1 correct – very easy
g) Too much being taken too frequently. easy
h) They are stopped/prevented/not allowed. easy
i) barren moderate