Section outline

  • FOCUS / ARONGA

    EXPLORE / TŪHURA learning intentions:


    We are FOCUSING on [Aotearoa’s environment] by discussing the Māori custodianship for the environment.

    Paearu Angitu / Success Criteria: I can/have...

    I can analyse how Māori acted as custodians for the environment (using their environmental concepts) and how this connects them to the environment.

    ANZH KNOW: Māori cared for and transformed te taiao [environment], and expressed their connection to place by naming the land and its features.

    Week 7 Hei Mahi / Activities:

                                                                                           Monday

    • You will first watch this Vidyard video about how to complete all of the tasks.
    • Then you will watch this about pakake values.
    • Afterwards, for 3 of the aspects to conserve on the right of slide 6 of "Traditional māori conservation methods Slideshow Lesson 15," explain why they are the most important aspects to be conserved.
    • You will then look at this link about Kauri rescue. Then summarise the information from the link in your Global Studies books about what people are doing to rescue the Kauri trees.
    • Finally, you will click on these links of native species and invasive species. In your Global Studies book, write the date and the heading “Native And Invasive Species.” In small groups choose a different type of conservation land from this link which are like rahui (restriction that sets aside an area and bans the harvesting of resources). Write in your Global Studies books 10 native species which live in those areas that must be protected from specific invasive species.


                                                                                           Tuesday


    • You will first watch this Vidyard video about how to complete all of the tasks.
    • Then you will watch this about conservation projects around NZ for birds.
    • Afterwards, for 3 of the ways to conserve nature on slide 6 of "Conservation Projects Around NZ Slideshow Lesson 16," explain why they are the most important reasons.
    • You will then look at this link about “Revive Our Gulf.” Then create an informative poster about the “Revive Our Gulf” initiative just like these ones here. Make sure to include images, colour and text.
    • Finally, click on this link About Predator Free 2050. In your Global Studies book, write the date and the heading “Predator Free 2050.” In small groups choose a different type of introduced predator which is harmful to NZ’s native species e.g. rats, stoats and possums. Write in your Global Studies books 10 reasons why the organisation “Predator Free 2050” is helpful with saving NZ’s native species by dealing with the introduced predators.


                                                                                                  Thursday


    • You will write these definitions in your Global Studies books:


    Te Taiao: The natural world; everything around us like plants, animals, and the environment.


    Manaakitanga: Being kind and caring to others; showing respect and helping people.


    Mauri: The special life force that makes things alive and gives them energy; like the spirit of living things.


    Kaitiakitanga: Looking after the environment and nature; being a guardian of our land and resources.


    Tupu-ā-nuku: Things that grow in the ground; like plants, trees, and vegetables.


    Tupu-ā-rangi: Things that grow in the sky and on trees; like birds, fruits, and the tall trees.


    Mana Whenua: The local Māori people who have special rights and care for a specific area of land.


    Iwi: A Māori tribe or large group; a community made up of many families.


    Hapū: A smaller group within an iwi; a family group or sub-tribe.


    Biosecurity: Protecting plants, animals, and the environment from pests and diseases.


    Conservation:     Keeping nature and natural resources safe and healthy for the future.

    • Then you will create a slideshow of images that represent each image.