Kōkiri Lab
Kōkiri Lab
A valley with a pond and glowing design circles over the land

World 07 · Any term · Combined Year 7–8 class

Regenerative Systems & Living

How can human systems help living systems thrive?

Your mission

Grow It Better: design a garden that helps life thrive.

What you'll make

A planted garden idea with a tested prediction, and an honest report of what happened, including surprises.

Who it's for

The school community, whānau and a community garden

How long

About nine one-hour sessions, in any term. It can be shorter or longer.

NZ curriculum, Years 7–8:Science: EcosystemsScience: Life ProcessesTechnology: Design, Make, and Innovate· Topics: permaculture, school gardens, soil science, pollination, seeds and plants, composting, regenerative design

Your journey

Nine weeks from question to something you're proud of

Each week has one job. You ask, investigate, make sense of it, design, build, test, improve and share.

5 weeks

Quick build

A seed-tray fair test (compost or none, mulch or bare) with a planting tip for the school garden.

9 weeks

Full journey

A designed garden with a comparison plot, monitoring, a consequences log and a garden report.

11–12 weeks

Go further

A fruit-tree guild, a seed library, or handing the garden on to next term.

Big ideas

What this world is really about

  • Big idea 1

    Human systems can be designed to support, not just use, living systems.

  • Big idea 2

    Intervening in a system has consequences that need to be predicted and checked.

  • Big idea 3

    Regenerative design applies the same systemic reasoning used to diagnose ecosystem health.

Up close

Things you'll meet in this world

  • A native bee on mānuka flowers: pollination in action.

    A native bee on mānuka flowers: pollination in action.

    Photo: Avenue, CC BY-SA 3.0, via Wikimedia Commons

Read first

Background reading

Short readings to read with a partner. Stop at each “Think about it” and talk it through.
Observe before you actRead

Nature has been designing working systems for millions of years, so a regenerative designer's first job is not to change a place, but to understand it. Good designers, scientists and community leaders share one skill: they notice things others overlook.

Ways to read the land:

  • Deep observation: slow down, use all your senses, record accurately, and compare over time.
  • Curiosity: ask "Why does this happen? What causes this pattern? What was here before?"
  • Pattern recognition: notice daily and seasonal patterns, where water moves, where plants grow, and where wildlife is active.
  • Mapping: show what you found on a map with a legend.

Think about it: Walk the garden site for five minutes without talking. What did you notice that you had never noticed before?

Source: Kōkiri Learn "Regenerative Changemakers: Read the Land" (Folder 25).

Where soil comes fromRead

Soil starts as weathered rock, broken into tiny mineral pieces: sand, silt and clay. What turns this into living, fertile soil is organic matter, which comes from rotted plants and animals.

Organic matter glues soil particles into crumbs (aggregates) with spaces for air and water. That helps roots grow and soil life thrive. New Zealand has many soil types, from sandy coastal soils to heavy volcanic clays.

Think about it: Squeeze a handful of garden soil. Does it crumble or stay in a sticky lump? What might that tell you?

Source: Regenpreneur PDC "Building Healthy Soil".

The decomposersRead

When leaves, roots and manure die, soil life breaks them down. Fungi and bacteria do the first breakdown. Then earthworms and insects break the material down further. The result is humus, a dark, stable material that holds water and nutrients.

Adding compost, mulch and cover crops ("green manure") keeps feeding this cycle. Organic matter also stores carbon in the soil.

Think about it: Why might a garden bed covered in mulch have more earthworms than bare soil?

Source: Regenpreneur PDC "Building Healthy Soil".

Care for the earth, care for people, fair shareRead

Permaculture design rests on three ethics: Earth care, people care and fair share. A regenerative garden should leave the land healthier than before (earth care), be good for the people who use it (people care), and share its surplus, such as seeds, seedlings, food and knowledge (fair share).

Think about it: How will our garden project show all three ethics? Which one is hardest?

Source: Regenpreneur PDC "EcoHome Design" introduction and "Permaculture Design Principles".

Go deeper: from Science Learning Hub and DOC

Who pollinates Aotearoa?Read

Pollination moves pollen from one flower to another so the plant can make seeds and fruit. Some plants can pollinate themselves (self-pollination); many need pollen from another plant (cross-pollination).

Pollinators in Aotearoa include:

  • Honey bees, the most important pollinators of many food crops.
  • Bumblebees, being studied for use in orchards.
  • Native birds such as tūī and kākāpō. Many native bird populations have fallen because of introduced predators like rats and stoats, which affects pollination too.
  • Native insects, including wētā.

Pollination matters for food: kiwifruit growers depend on it, and scientists are working on bee-friendly insecticides and even pollination robots.

Think about it: What could our garden add to attract more pollinators, and how would we count whether it worked?

Adapted for Kōkiri Lab from “Pollination”. Source: Science Learning Hub – Pokapū Akoranga Pūtaiao, The University of Waikato Te Whare Wānanga o Waikato, www.sciencelearn.org.nz Read the original

Earthworms: ecosystem engineersRead

Aotearoa has more than 200 kinds of earthworm, and most of them are native: found nowhere else. One native worm, Octochaetus multiporus, can grow to 30 cm long and glows when it is disturbed.

Earthworms are called ecosystem engineers because they change the soil around them:

  • They break down dead leaves, roots and dung: between 2 and 20 tonnes of it per hectare every year.
  • Their droppings (castings) hold nutrients plants can use; castings can have about five times more available nitrogen than the soil around them.
  • Their burrows let water soak in up to 10 times faster and bring air to plant roots.
  • They are food for birds and for some of our rare native land snails.

When forests were cleared for farming, many native earthworms disappeared from those soils.

Think about it: Count the earthworms in a spadeful of soil from two different beds. What might explain a difference?

Adapted for Kōkiri Lab from “Earthworms' role in the ecosystem”. Source: Science Learning Hub – Pokapū Akoranga Pūtaiao, The University of Waikato Te Whare Wānanga o Waikato, www.sciencelearn.org.nz Read the original

Explore more

Trusted places to find out more

Videos, articles and activities from Science Learning Hub and other trusted sites, matched to the week they help most.

How you'll learn

Investigate, think, make, share

Every world moves through the same four areas. Pick one to see what you actually do here.

What evidence can we gather?

Students encounter the phenomenon, build the knowledge needed to interpret it, and gather evidence directly.

What you actually do in this world

  1. Revisit the Ecosystem Health & Restoration diagnostic data for the same site or system, asking what has changed.

This is not a strict pipeline. A student may investigate, model, test, investigate again, revise, and communicate, in whatever order the actual inquiry demands.

Make something

Investigate it. Build it.

Hands-on science investigations and build projects for this world, each linked to the week it fits. Open one to see what you need and how to do it.

Science investigations

VOICE: ask a question and find out with evidence

Mulch vs bareDoes mulch keep soil wetter and cooler?Open

You need

two garden patches or trays · mulch · thermometer · moisture meter or 'squeeze test'

Steps

  1. Mulch one patch and leave the other bare.
  2. Measure soil temperature and moisture every few days.
  3. Keep watering the same for both.

How you'll know: If the mulched patch stays wetter and cooler, your prediction is supported. Note other differences.

Go further: Count earthworms in each patch at the end.

Fits Week 7 →
Pollinator countWhich flowers get the most visitors?Open

You need

timer · tally sheet · flowering plants

Steps

  1. Watch one plant for 10 minutes.
  2. Tally each visitor: bee, fly, bird, other.
  3. Repeat for 3 different plants.

How you'll know: Compare visitors per 10 minutes. Note the weather and time.

Go further: Plant more of the winning flower near the vegetables.

Fits Week 6 →
Seed trialDo seeds grow better with compost?Open

You need

seed trays · potting mix · compost · seeds (e.g. beans) · ruler

Steps

  1. Fill half the trays with mix, half with mix plus compost.
  2. Sow the same number of seeds in each.
  3. Count how many sprout and measure height each week.

How you'll know: Compare the averages. Did compost help, and how sure are you?

Go further: Test a third mix, e.g. worm castings.

Fits Week 1 →

Build projects

FORGE: design, make, test and improve

No-dig garden bedCan we build a bed that builds soil instead of using it up?Open

You need

cardboard · compost · mulch · seedlings · gloves

Steps

  1. Lay cardboard on the grass.
  2. Add compost, then mulch.
  3. Plant seedlings into pockets of compost.
  4. Set up a bare comparison plot.

How you'll know: The bed is planted, labelled and has a comparison plot to monitor.

Gloves for potting mix and compost. Wash hands after.

Go further: Design a four-bed rotation for next year.

Fits Week 5 →
Moisture monitorCan a sensor tell us when the garden needs water?Open

You need

microcontroller · soil moisture sensor · LED

Steps

  1. Push the sensor into the soil and read the values when dry and when wet.
  2. Program the LED to light when the soil is dry.
  3. Test it after watering.

How you'll know: The light matches what you feel with your fingers.

Go further: Log readings for a week and graph them.

Fits Week 7 →
Seed libraryCan we share our garden's surplus with others (fair share)?Open

You need

envelopes · labels · saved seeds · a box

Steps

  1. Collect and dry seeds from the garden.
  2. Label each packet with the name, date and a growing tip.
  3. Set up a sharing box for whānau and other classes.

How you'll know: Other people take seeds and know how to grow them.

Go further: Ask borrowers to return seeds from their plants.

Fits Week 9 →

More ideas from the Kōkiri library

Stretch challenges

  • Test a popular claim, like basil helping tomatoes.
  • Count the root nodules on beans and compare beds.
  • Design a four-bed rotation for next year.

Where AI helps

AI is your thinking partner, not your ghost-writer

AI turns up at particular moments in this world, to help you think harder. The ideas, the making and the explaining stay yours.
  • Kōkako, your AI mentor

    Weeks 7–8, while you monitor

    What it does
    Asks you one question at a time, such as “Did anything happen that you didn't expect?”. It never tells you the answer or whether you are right.
    What you do
    Record the consequences honestly and decide on one change.

Our AI promise

  • AI asks. You decide.
  • AI never writes your explanation or does your making for you.
  • AI never gives you a mark or a score.
  • If AI is unsure, it says so, and that is useful evidence too.
Students tending plants growing above aquaponics fish tanks

Your platform

AwaKai

Design mode: plan an intervention, predict its effect, then check it with evidence.

Both modes use the same open water-reading log: place, region, water source, pH, temperature and notes.

Open AwaKai
For teachers: curriculum, reasoning and inquiry stages

Essential knowledge

Taught to the whole combined class. Over the two-year programme the class covers both the Year 7 and Year 8 curriculum statements.

  • Phase 3 curriculumEcosystem relationships and soil composition, revisited from Ecosystem Health & Restoration and applied to a designed system.
  • Phase 3 curriculumFlowering plant reproduction: pollination, fertilisation, seed formation and dispersal, connected to food-growing systems.

The whole combined Year 7–8 class investigates the same phenomenon, with the same fieldwork, equipment and inquiry problem. Instead of splitting the class by year level, every task has three levels of support (Getting started, On track, Stretch), so each learner goes as deep as they are ready to.

Dominant mode:
  • Design
  • Model

Reasoning this world makes visible

The same systemic reasoning developed in Ecosystem Health is now applied to a designed rather than only observed system.

Causal and systemic explanation

Starting out
Identify relationships.
Going further
Explain interactions, feedback, unintended consequences and system-level effects.

All five dimensions recur across every world. Each world provides a context in which one or more becomes especially visible, not an exclusive assignment.

VOICE and FORGE stages

Document 33 stage names, used across Kōkiri. The week plan above shows which stages each week works in.

Te reo groupings shown are provisional, pending cultural advisor review.

VOICE: investigating

Mainly in STEM Investigate and Think & Create.

Kite · te reo group (provisional)

  1. Question · What do we want to find out, and why does it matter?
  2. Observe · What do we notice?
  3. Evidence · What did we actually record?

Whakaaro · te reo group (provisional)

  1. Compare · What is the same or different?
  2. Interpret · What might the evidence mean?
  3. Uncertainty · How sure are we, and why?
  4. Finding · What can we say?
  5. Next step · What should happen next?

FORGE: designing and making

Mainly in Make & Test, ending with Explain in Share & Impact.

Wero · te reo group (provisional)

  1. Frame · What is the problem, who is it for, and what counts as success?

Kite · te reo group (provisional)

  1. Options · What are at least two real ways we could do it?

Whakaaro · te reo group (provisional)

  1. Represent · Can we sketch, flowchart or model it before we build?

Auaha · te reo group (provisional)

  1. Generate · Make it.

Tohu · te reo group (provisional)

  1. Test · Does it work? Record what actually happened.
  2. Evaluate · How well does it meet the criteria, and why?
  3. Refine · What one change will help, and why?
  4. Explain · How do we explain it, and the evidence, to someone else?

Aotearoa and place

Māra kūmara, historical and contemporary food systems, and regenerative agriculture nationally.