FILMING IN PROGRESS

Episode Structure

Lake Guardians: Learning Through Stewardship

"Following teenage lake guardians as they combine school-based environmental action with intergenerational knowledge sharing. This episode explores how catfish eradication programmes and traditional tau kōura practices create powerful connections between young people, their elders, and their lake environments, fostering hope and stewardship for future generations."

Contributing Experts:

• Joanne Clapcott - Fish Futures freshwater ecologist

• Cory O'Neill - Kōura habitat restoration specialist

• Sarah Wharekura - Kōura monitoring and research coordinator

• Soweeta Fort-D'arth - Iwi advisor

• Keeley Grantham - Biosecurity officer and catfish programme coordinator

• Geraldine Cunningham - Catfish programme fascilitator, Rotorua Girls’ High School, supervising the following students:

  • Pareake Koopu - 16 (shotgun at lake & school interview 1)

  • Hineringa Falwasser - 15 (lapel mic at lake & school interview 2)

  • Satriani Ngawhika-Robinson - 16 (school interview 3)

  • Zanarah Rapana - 15 (school interview 4)

  • Luca Hiraka -16

  • Anahera Matenga - 16

• Ian Kusabs - Freshwater biologist specialising in kōura

• Nicole Hunt - Photographer and filmmaker

• Ken Raureti - Ngāti Rangitihi

• Tihini Grant - Film producer

• Cory's Family - Intergenerational interviews (uncle, Cory, niece/nephew representing 5 generations of tau kōura tradition)

Note: Expert roles will be updated once specific information about each contributor's involvement is available.

References:

[To be added based on available research]

Filming locations: (Note: more locations to be added as planning progresses)

• Catfish programme (school): Rotorua Girl’s High School: 251 Old Taupo Road, Hillcrest, Rotorua

• Catfish programme (lake): Goulding Road, Te Weta Bay, Lake Rotoiti

• Koura night spotting & underwater filming: Lake Okareka boat ramp

• Kōura: Location TBD

• Kōura - Cory's family gathering: [Location TBD]

Other footage:

• Underwater footage (ROV) of kōura: Olivier Raven, Waikato University

Introduction

School to Lake: Young Environmental Leaders

Setting the Scene:

• Early morning at Rotorua Girls' High School - students arriving for their lake monitoring expedition

• Jamie (series presenter) arriving at the school, excitement building for the day ahead

• Glimpses of the girls preparing equipment and discussing their plans

Meeting the Team:

• Jamie entering the school and meeting Geraldine Cunningham

• Introduction to the teenage students involved in the catfish programme

• Students showing Jamie displays, maps, or materials about their work

• Sense of purpose and expertise among the young women

Context Setting:

• Voice-over explaining how school-based environmental programmes create passionate lake guardians

• The Power of Purpose: How tackling invasive species opens minds to broader ecosystem stewardship

• Traditional Knowledge Meets Youth Action: Setting up the connection between catfish programmes and kōura protection

• Innovation Through Education: How schools become launching points for environmental leadership

Jamie's reflection: "Today I'm joining passionate young women who are becoming expert lake stewards through hands-on environmental action, and discovering how their work connects to generations of traditional knowledge."

The Journey Begins:

• Loading equipment and boarding the school van

• First conversations about what draws these students to lake protection work

• Building anticipation for the lake monitoring expedition

Act 1

Discovery & Connection (From School to Lake)

Van Journey: Passion and Purpose

• Student Voices: Girls sharing what they love about participating in the catfish programme

• Personal Connections: How this work has changed their relationship with local lakes

• Geraldine's Perspective: The school's support for environmental education and how she's witnessed students transform through this programme

• Building Understanding: Students explaining the programme's goals and their role as environmental leaders

Arriving at the Lake: Preparation and Anticipation

• Gear and Goals: Students preparing equipment and explaining what they hope to find (or not find) in the traps

• Programme Objectives: Discussion of invasive species management and native species protection

• Lake Connection: How this hands-on work deepens their understanding of aquatic ecosystems

• Hope in Action: The positive energy and determination of young environmental stewards

Traditional Knowledge Connection

• Cultural Context: Introduction to the importance of kōura in local ecosystems and culture

• Intergenerational Learning: Setting up the connection between current conservation efforts and traditional practices

• Community Values: Understanding how protecting native species brings people together

• Bridge Building: How young people's environmental action connects to ancestral knowledge

Lake Monitoring in Action

• Trap Checking Process: Following the students as they monitor catfish traps

• Species Identification: Learning to distinguish between invasive and native species

• Data Collection: How students contribute to larger conservation efforts through careful documentation

• Problem-Solving Skills: Students demonstrating expertise in environmental monitoring

Interview Questions for Act 1:

• Student (at school): "What excited you to join the catfish programme? How has it changed how you see your environment?"

• Geraldine Cunningham: "How does the school support this programme? What changes do you see in students who participate?"

• Student (in van): "What do you love most about your lake work? How do you inspire your friends to care about the environment?"

• Student (at lake): "What are you hoping to find today? How does this work make you feel connected to the lake?"

Act 2

Innovation & Action (Understanding Through Hands-On Learning)

Catfish Encounters: Learning Through Management

• Species in Hand: Respectful examination of catfish caught in traps, understanding their biology and impact

• Educational Opportunity: How handling invasive species teaches broader ecosystem lessons

• Management Decisions: Discussion of what happens to caught catfish and why, framed positively around ecosystem protection

• Native Species Celebration: Joy when native species are found healthy in monitoring equipment

Connecting to Kōura Protection

• Ecosystem Relationships: How managing invasive species supports native species like kōura

• Bigger Picture: Students understanding their role in broader lake ecosystem health

• Hope and Progress: Positive outcomes from ongoing conservation efforts

• Future Vision: What students hope to see in their lakes' future

Transition to Traditional Knowledge

• Cultural Connections: Introduction to Cory's family and their generations of kōura knowledge

• Bridge Between Worlds: How modern conservation connects with traditional practices

• Shared Values: Common goals between school programmes and cultural stewardship

Meeting Cory: Intergenerational Knowledge Keeper

• Family Introduction: Cory sharing his passion for kōura protection and family traditions

• Five Generations: The rich history of kōura knowledge in his whānau

• Traditional Practices: Introduction to tau kōura methods passed down through generations

• Living Knowledge: How traditional practices continue to evolve and remain relevant

Bracken Fern Collection: Hands-On Traditional Practice

• Learning from Cory: Jamie and Cory's niece/nephew learning proper fern selection and collection

• Traditional Techniques: Cory demonstrating methods learned from his uncle

• Cultural Significance: Understanding tau kōura as both conservation tool and cultural practice

• Family Bonds: How shared environmental work strengthens intergenerational relationships

Creating Tau Kōura: Traditional Innovation

• Bundle Construction: Step-by-step process of creating traditional kōura habitat structures

• Knowledge Transfer: Cory teaching both Jamie and family members

• Adaptation and Continuity: How traditional methods serve modern conservation goals

• Practical Wisdom: Understanding why these methods have worked for generations

Interview Questions for Act 2:

• Student (handling catfish): "What do you learn from examining these fish? How does this work inspire you to protect native species?"

• Cory O'Neill: "What draws you to continue your family's kōura traditions? How do you see traditional knowledge helping modern conservation?"

• Cory's Uncle: "What brings you joy about seeing younger generations embracing tau kōura knowledge?"

• Cory's Niece/Nephew: "What's your favorite part about learning these traditional practices? How do you want to use this knowledge?"

Act 3

Stewardship & Hope (Community and Cultural Renewal)

Lake Application: Traditional Methods in Action

• Deploying Tau Kōura: Cory, Jamie, and family members placing fern bundles in the lake

• Habitat Creation: Understanding how these structures provide kōura protection and breeding habitat

• Monitoring Success: How traditional methods complement modern conservation approaches

• Ecosystem Harmony: Seeing how cultural practices support environmental health

Student Leadership and Community Impact

• Inspiring Others: How the Rotorua Girls' High students share their knowledge with peers and whānau

• School Pride: Recognition of students' environmental leadership within the school community

• Future Leaders: Students planning continued involvement in environmental stewardship

• Ripple Effects: How their enthusiasm spreads to families and friends

Cultural Continuity and Innovation

• Living Traditions: How tau kōura practices continue to evolve while maintaining cultural integrity

• Knowledge Sharing: The importance of intergenerational learning in conservation

• Community Strength: How shared environmental work brings people together

• Adaptation and Hope: Traditional practices adapting to support modern conservation needs

Management Vision and Hope

• Sarah Wharekura: Long-term goals for kōura population recovery and monitoring success

• Soweeta Fort-D'arth: Iwi perspectives on cultural renewal through environmental stewardship

• Integrated Approaches: How combining school programmes, traditional knowledge, and scientific monitoring creates stronger outcomes

Family Gathering: Connection Through Conservation

• Community Celebration: Cory's family coming together to share kai and stories

• Intergenerational Bonds: How environmental work strengthens family connections

• Cultural Values: Understanding how caring for kōura brings people together, even when not harvesting

• Hope for the Future: Family members sharing their dreams for lake and kōura health

Expanding Impact and Future Vision

• Programme Growth: How successful initiatives inspire other schools and communities

• Youth Leadership: Students taking on mentoring roles with younger environmental stewards

• Cultural Revival: Traditional practices gaining new relevance through conservation work

• Long-term Optimism: Confidence in the next generation of environmental guardians

Interview Questions for Act 3:

• Student Leader: "How do you inspire other students to care about lake protection? What leadership skills are you developing?"

• Geraldine Cunningham: "What are you most proud of seeing in your students? How has this programme impacted the school community?"

• Sarah Wharekura: "What fills you with hope about kōura conservation? What does success look like in 10 years?"

• Soweeta Fort-D'arth: "How do you see young people's environmental action connecting to cultural values? What brings you joy about this work?"

• Cory's Family Member: "How does it feel to see tau kōura knowledge thriving with younger generations?"

Conclusion

Growing Guardians, Growing Connections

The Power of Purpose-Driven Learning

• Student Transformation: How hands-on environmental work creates passionate advocates

• Knowledge Integration: Young people successfully bridging school learning with cultural wisdom

• Community Leadership: Students becoming environmental leaders within their communities

Cultural Renewal Through Conservation

• Living Traditions: How traditional practices remain relevant and powerful in modern conservation

• Intergenerational Connections: The strength that comes from sharing environmental knowledge across generations

• Family Bonds: How caring for the environment strengthens cultural and family relationships

Hope in Action

• Positive Change: Evidence of successful conservation efforts through combined approaches

• Future Stewards: Confidence in young people's commitment to long-term environmental protection

• Community Resilience: How environmental challenges bring people together rather than divide them

Expanding Influence

• Inspiring Others: How passionate individuals create ripple effects in their communities

• Educational Innovation: New models for environmental education that combine school programmes with cultural learning

• Sustainable Practices: Long-term approaches that honor both environmental and cultural values

Jamie's Final Reflection

• At Family Gathering: Jamie reflecting on the day's journey from school to lake to family table

• Connection and Hope: Understanding how environmental work creates community and cultural strength

• Inspiration for Action: How witnessing passionate environmental stewardship inspires broader community engagement

• Future Optimism: Confidence that combining youth energy with traditional knowledge creates powerful conservation outcomes

Final Family Scene:

• Shared Kai: The family gathered around food, representing how caring for kōura brings people together

• Stories and Laughter: Multiple generations sharing experiences and dreams for the future

• Cultural Continuity: Understanding how environmental stewardship maintains cultural connections

• Hope and Determination: Family members expressing optimism about kōura recovery and cultural renewal

Interview Questions for Conclusion:

• Student: "What message would you give other young people about becoming environmental leaders? What's the most rewarding part of this work?"

• Cory: "What brings you the most joy about seeing tau kōura knowledge flourishing with young people?"

• Cory's Uncle: "What hope do you feel when you see younger generations embracing these traditions?"

• Family Member: "How does caring for kōura continue to bring your whānau together?"

• Geraldine: "What are you most proud of in your students' environmental leadership?"

• Keeley Grantham: "What inspires you most about working with young environmental stewards?"

Closing Message: Understanding that environmental challenges become opportunities for connection, learning, and cultural renewal when approached with hope, knowledge, and community support.