Kaitiakitanga and moths

A scientific observation is one that only includes what you can see, hear, feel, smell, taste with your own senses.

Inferences are different, they are ideas about what you think,

Observing is something we often do instinctively. It helps us decide, for instance, whether it is safe to cross the road. But observation is simply more than noticing something.

In this activity, students discuss the importance of observation in science. They are given the opportunity to observe an image of a native frog and record their observations.

You could use any image to practice observation, or even ask children to find something in their backyard to observe.

In this activity, students carefully observe an object then make an observational drawing.

By the end of this activity, students should be able to:

-make oral and written observations -deepen their observation skills through drawing.

In New Zealand, there is one feature that is infallible for distinguishing a butterfly from a moth. Just look at their antennae.

Learn more about the function and anatomy of antennae in: https://www.sciencelearn.org.nz/resources/2756-insect-antennae

There are lots of beautiful images of moths and butterflies.

You could play a game identifying which ones are moths and which are butterflies, you might be surprised by some. If in doubt – check the antennas.

Try:

• Mokarakare or copper butterfly
• Fred the Thread
• Tutu green spindle
• Kahukura or red admiral

Watch this video to find out why we should actually love moths because of what they do for our natural environment here in Aotearoa.

While you’re watching, ask children to listen carefully to identify some different ways that moths help the environment.

Do you wonder why we see some insects during the day and others at night? Talk to your whānau and see if they know.

Scientists believe the moth thinks our artificial light source is the Moon or stars. It keeps changing its flight angle to continue going in a straight line. The changes mean the moth continually turns towards the light, causing it to spiral around the light source instead. The Heath trap takes advantage of this downward spiralling behaviour

Ask: what scientific terms did you hear in the video?

They could include: ecological indicator abundance environmental change habitat loss light pollution

Ahi means fire and pepe means moth in te reo Māori.

The project chose this name as it is a reference to a whakataukī:

I hikaina te ahi tītī, engari i Whakapoapoa kē i te pepe

The fire was lit to attract the muttonbirds and the moths flew into it

In this case, moths are attracted to the light, and people are attracted to be interested in the moths and in their environment.

You can use the image from this video to get ask children What can you see? What did you think the image might be about?

Remember that observations start with our senses, so use sentence starters like “I see….” rather than “I think ….”

When you start with “I think”, you are making an inference - a conclusion drawn from the data.

One aspect of the Ahi Pepe MothNet project is trapping, collecting and pinning moths to create local reference collections. Learn how these students included tikanga in their project.