Caring for the Catch

Overview

Students investigate how seafood gathering can provide kai while caring for the moana. They learn that tikanga Māori guides respectful relationships with the sea and that Ministry for Primary Industries (MPI) recreational fishing rules help protect seafood resources. Students apply both ideas to realistic coastal gathering scenarios.

Learning intentions

• We are learning to explain how tikanga Māori can guide seafood gathering.
• We are learning to identify key MPI rules for recreational seafood gathering.
• We are learning to make responsible decisions as kaitiaki of the coast.
• We are learning to support our ideas with evidence from a scenario.

Success criteria

• I can explain at least two ways tikanga Māori may guide gathering kai moana.
• I can identify rules about size limits, catch limits, protected species and local restrictions.
• I can explain why a decision is safe, legal and respectful.
• I can suggest one action that helps protect seafood resources.

Curriculum links

• Social Sciences — Māori connections to the coast: Māori as kaitiaki and the importance of mātaitai.
• Social Sciences — Māori society before European settlement: seasonal seafood gathering and evidence of food practices.
• Social Sciences — Māori social organisations and tikanga: social and cultural rules guide behaviour.
• New Zealand Curriculum key competencies: participating and contributing; thinking; managing self; relating to others.

Lesson structure (60 minutes)

1. 0–5 min · Hook. Display a photograph of a rocky shore, a basket of seafood and a “closed area” sign using the opening coastal image and question slide; ask, “If everyone took as much seafood as they could, what might happen?” Students make an individual prediction, then share with a partner.

2. 5–15 min · Build shared understanding. Use the tikanga and kaitiakitanga teaching slides to introduce kai moana, moana, kaitiakitanga, tikanga and rāhui. Explain that tikanga is not simply a list of rules: it includes respectful relationships, taking only what is needed, avoiding waste, acknowledging local knowledge and caring for future generations. Clarify that tikanga can vary between iwi and hapū, so local guidance should be followed. Students record two examples of respectful behaviour on the seafood gathering investigation worksheet.

3. 15–25 min · Learn the rules. Present the MPI rules overview slides. Teach these general principles: check the current rules for the exact local area; follow daily catch and possession limits; follow minimum size limits; do not take protected species; obey seasonal closures, marine reserves, taiāpure, mātaitai and rāhui; use only permitted methods; measure and release undersized catch carefully; and never sell recreational catch. Explain that rules differ around Aotearoa and that students must not rely on memory or assume one rule applies everywhere. Pairs complete the rule-matching section of the seafood gathering investigation worksheet.

4. 25–40 min · Scenario decisions. In groups of four, students use the scenario instructions and discussion prompts and read four short scenarios on the worksheet, such as finding an undersized pāua, reaching the daily limit, seeing a rāhui sign, or catching a protected species. For each, they decide what the gatherer should do and give one tikanga reason and one rules-based reason. Assign roles: reader, evidence finder, recorder and reporter. Circulate and ask, “Who could be affected by this decision?” and “What should you check before gathering?”

5. 40–52 min · Share and challenge. Groups report one scenario decision. Other students show agreement, uncertainty or disagreement with a hand signal and explain their reasoning. Use the class discussion and decision-check slides to correct misunderstandings, emphasising that local rules must be checked with official MPI information and local iwi or hapū guidance before real gathering. Students improve one answer on their worksheet after hearing another group.

6. 52–60 min · Plenary and exit reflection. Revisit the opening question with the final summary and exit-question slide. Students complete the final worksheet prompt: “A responsible seafood gatherer should ___ because ___.” Invite three students to share. Collect worksheets as evidence of understanding.

Resources

• the coastal care and seafood gathering slide deck
• the seafood gathering investigation worksheet
• Photograph of a New Zealand coastline or projected coastal image
• Whiteboard and markers
• Four group role cards or displayed role instructions
• Hand signals for agree, unsure and disagree
• Current local MPI recreational fishing information for teacher reference
• Optional local iwi, hapū or rūnanga guidance approved by the school

Assessment

• Listen during partner and group discussion for accurate use of tikanga, kaitiakitanga and rāhui.
• Check scenario responses for one appropriate tikanga reason and one accurate rules-based reason. Correct the misconception that “a large catch is always acceptable”.
• Collect the final response: students should explain a responsible action and connect it to caring for the resource, following rules or respecting tikanga.

Differentiation

• Provide sentence starters: “The gatherer should…”, “This follows tikanga because…”, and “The rule matters because…”.
• Give selected students a reduced set of two scenarios, a word bank and read-aloud support. Use images alongside terms and pair English-language learners with supportive peers.
• Clarify that rāhui, mātaitai and taiāpure are distinct local ways of protecting or managing resources; avoid suggesting that one community’s tikanga represents all Māori communities.
• Extend confident students by asking them to rank the scenarios from least to most harmful and justify their ranking using environmental, cultural and legal perspectives.