Bridging Knowledge Systems

Overview

This fourth lesson in the six-part unit explores how mātauranga Māori includes detailed, place-based knowledge of the natural world. Ākonga compare observations such as maramataka indicators, seasonal patterns and environmental relationships with Western scientific methods, recognising that the two knowledge systems may ask different questions and use different forms of evidence.

Use local iwi, hapū or kura knowledge where available. Avoid presenting mātauranga Māori as one uniform system or treating it simply as a historical version of Western science.

Learning intentions

• WALT explain how traditional ecological knowledge is developed through careful observation, experience and intergenerational sharing.
• WALT compare mātauranga Māori approaches with Western scientific methods.
• WALT use evidence respectfully to identify similarities, differences and possible connections between knowledge systems.
• WALT recognise the importance of whenua, whakapapa, tikanga and local context when discussing maramataka.

Success criteria

• I can describe one example of ecological knowledge connected to maramataka.
• I can identify similarities and differences between two ways of building knowledge.
• I can support my comparison with evidence from a source, observation or class discussion.
• I can discuss mātauranga Māori respectfully and acknowledge that knowledge is connected to people and place.

Curriculum links

• Pūtaiao — connecting ākonga to te taiao through Mātauranga Māori, pūrākau, tikanga and contemporary scientific method.
• Te Ao Māori — understanding Mātauranga Māori, tikanga and connection to whenua, iwi and hapū narratives.
• Marau ā-Kura — adapting learning to local iwi, hapū, marae histories, te reo ā-iwi and community aspirations.
• Pūtaiao inquiry — asking questions, observing patterns, considering evidence and communicating explanations.

Lesson structure (45 minutes)

1. 0–5 min · Reconnect and hook. Open with the maramataka comparison hook and display the question, “How can people know when a particular activity is best for the environment?” Students silently recall one maramataka observation from earlier lessons, then share with a partner. Invite examples without requiring students to disclose personal, whānau or iwi knowledge.

2. 5–13 min · Establish respectful concepts. Use the knowledge systems teaching slides to clarify that mātauranga Māori is a living, place-based knowledge system shaped through observation, whakapapa, tikanga, language and intergenerational teaching. Explain that Western science commonly uses systematic investigation, measurement, repeatable methods and peer communication. Students create a quick two-column note: “What may be similar?” and “What may be different?” Emphasise that neither column means one system is automatically better.

3. 13–27 min · Evidence comparison. Distribute the maramataka knowledge comparison worksheet to pairs. Provide two short teacher-selected examples: one local maramataka observation or approved local resource, and one Western scientific account of a related environmental pattern, such as tides, moonlight, animal behaviour or plant growth. Students identify the observation, evidence, purpose, people or place involved, and how the knowledge is communicated. Circulate and ask, “What makes this evidence useful?” and “Who holds or shares this knowledge?”

4. 27–36 min · Whakamārama discussion. Display the comparison prompts and arrange students in three groups of four. Each group prepares a two-minute response using the frame: “Both approaches…, however…, and this matters because…”. Groups compare their examples, listening for similarities such as sustained observation and differences such as the role of whakapapa, tikanga, measurement, testing or ownership. Students may pass or use a provided example if the discussion touches knowledge that should not be shared publicly.

5. 36–42 min · Individual synthesis. Students complete the final section of the maramataka knowledge comparison worksheet: “A respectful comparison is…” followed by one similarity, one difference and one question they still have. Students must refer to evidence rather than ranking the systems. Invite two volunteers to read responses, or collect them privately.

6. 42–45 min · Exit check and preview. Return to the exit reflection slide. Students give a thumbs signal for confidence, then complete a brief oral or written exit response: “One way maramataka knowledge and Western science can both help us understand te taiao is…” Collect responses to plan the next lesson, which will apply knowledge systems to a local environmental question.

Resources

• Teacher-prepared slide deck
• One-page comparison worksheet
• Approved local maramataka resource, pūrākau or environmental example
• Western scientific information about the same or a related pattern
• Whiteboard and markers
• Student books or devices
• Sentence-stem cards or displayed discussion prompts
• Coloured pens or highlighters

Assessment

• Listen during pair and group discussion for accurate use of observation, evidence, tikanga, place and knowledge system.
• Check worksheets for a supported similarity, difference and evidence-based explanation; conference with students who describe one system as simply “better”.
• Use exit responses to identify misconceptions and select the environmental question for Lesson 5.

Differentiation

• Provide a dyslexia-friendly worksheet: clear sans-serif font, generous spacing, short lines of text, high contrast and key terms supported by icons. Read all source material aloud and offer text-to-speech or audio versions.
• Support learners with a comparison word bank, a completed model row and sentence starters: “Both…”, “One difference is…”, and “The evidence is…”. Allow oral, scribed or recorded responses.
• Use mixed-ability pairs and groups of four, assigning roles such as reader, evidence finder, recorder and speaker. Pre-teach terms including mātauranga, tikanga, whakapapa, evidence and observation.
• Extension: advanced learners evaluate whether the evidence could be investigated using both approaches, while explaining what must remain protected by tikanga and local authority. They may design a respectful inquiry question for Lesson 5 rather than claiming to test mātauranga Māori itself.