Technology Lesson Plan – Years 4–6 (Te Marautanga o Aotearoa Phase 2)

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Context

• Class: Mixed Year 4, 5 & 6 (10–12 students), bilingual (51-80% te reo Māori)
• Small rural school, Woodhill Auckland
• Languages: Emergent English & te reo Māori speakers
• Behavioural and learning needs: high; strategy: hands-on, cooperative learning, simple language
• Time: 150 minutes (2h 30m)
• Focus: Technology (Materials and ingredients, flowcharts for process mapping, food technology)
• Practical cooking task: Making scrambled or fried eggs on wholegrain toast
• Equipment: One stovetop available
• Grouping: Pairs preferred

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WALT (We Are Learning To)

• Understand and differentiate materials and ingredients in food technology.
• Develop and use a flowchart to plan a cooking process.
• Follow health and safety practices when cooking.
• Prepare and cook scrambled or fried eggs on wholegrain toast.
• Reflect on their cooking experience to identify what worked well and what could be improved.

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Success Criteria

• Identify ingredients and tools needed for making eggs on toast.
• Create a clear, step-by-step flowchart/process map of the cooking procedure.
• Demonstrate safe practices around the stovetop and kitchen.
• Cook eggs on toast successfully in pairs during rotation.
• Complete worksheet tasks independently during waiting periods.
• Participate positively in clean-up roles.
• Articulate likes and suggested improvements in their reflection sheet.

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Lesson Breakdown

Time	Activity	Details & Tips
0–15 min	1. Introduction & Learning Objectives (WALT)	- Explain lesson in simple language (bilingual) - Introduce WALT and success criteria in both English and te reo Māori - Activate prior knowledge through questioning about eggs, toast, cooking, materials and ingredients—use visuals and te reo where possible
15–30 min	2. Teaching Materials vs Ingredients	- Use real or picture materials/ingredients - Discuss differences with examples (e.g., “Egg” is an ingredient, “Pan” is a material/tool) - Use te reo Māori terms: “kōwhao kākā”, “rākau parai”, etc. - Use participatory group talk (turn and talk in pairs to scaffold language)
30–50 min	3. Explicit Modelling: Flowchart/Process Map	- Show large teacher-created flowchart for making eggs on toast - Demonstrate language for sequencing (first, next, then, finally) in English and te reo Māori (tuatahi, ā muri ake, ka, hei whakamutunga) - Talk aloud your thinking to model clear steps and decision points (e.g., scrambled or fried?)
50–70 min	4. Students create their own flowcharts	- Hand out flowchart worksheet - Support pairs to draft a flowchart of making their chosen eggs on toast - Circulate and scaffold language (check understanding, encourage te reo use) - Include picture cues for emergent speakers
70–75 min	5. Health and Safety Discussion	- Introduce safety hazards worksheet - Discuss key hazards (hot stove, knives, slippery floor) in simple language - Show visual cues and role-play correct safety behaviour - Reinforce washing hands and cleaning up spills immediately
75–140 min	6. Cooking Rotations and Independent Tasks	- Cooking shifts: 3 pairs at a time on stovetop; rest do worksheets - While waiting, pairs rotate through: • Colouring-in page (eggs and kitchen theme) • Blank crossword with food technology vocabulary (simplified) • Safety hazards worksheet • Ingredients and tools list template - Teacher actively supervises cooking groups, supports language and safety. Use clear labels and checklists to guide students. - Use timer visible to all for turn reminders
140–155 min	7. Eating & Positive Social Time	- Students sit down in pairs to eat their creations - Encourage sharing in te reo and English about the process and their food (e.g., “He tino reka!” / “It tastes yummy!”)
155–170 min	8. Structured Clean-up Roles	- Assign clean-up jobs in pairs (washing, wiping, disposing of rubbish) - Use laminated role cards with simple instructions in both languages - Model clean-up expectations clearly - Encourage teamwork and praise cooperative behaviour
170–150 min (Final 20 min)	9. Reflection using Prepared Sheet	- Hand out reflection sheets with two prompts: “Things I liked” and “Things I would change” - Use sentence starters (in te reo and English) on board to support writing and drawing responses - Allow drawing or oral reflection for students with writing difficulties - Share reflections in pairs or group if time permits
End	Wrap-up & Acknowledgement	- Recap WALT and success criteria; check learning outcomes - Celebrate effort and learning with positive te reo feedback (e.g., “Kei te pai! Well done!”)

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Grouping Strategy

• Work in pairs to encourage cooperation and peer language support.
• Group pairs for cooking rotations (3 pairs per rotation).
• Pairs for worksheets during waiting times.
• Pairings to be flexible but consider language and behavior compatibility.

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Differentiation Ideas

• Use picture cards and bilingual labels for emergent English and te reo speakers.
• Provide sentence starters and vocabulary banks during flowchart and reflection activities.
• Allow drawing or oral responses for students with writing difficulties.
• Scaffold safety or procedural language with gestures and demonstrations.
• Pair more confident language users with emergent speakers.
• Provide extra adult support or peer buddying as needed.

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Assessment Opportunities

• Observe student ability to create logical flowcharts of the cooking process.
• Monitor safe use of materials and tools during cooking.
• Check worksheets for understanding (ingredients/tools, safety hazards).
• Listen and support reflections, noting grasp of concepts and vocabulary.
• Use anecdotal notes to track language development and cooperative skills.

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Practical Teacher Notes / Tips

• Preheat stovetop before cooking rotations to save time.
• Prepare ingredients/tools in labelled containers beforehand.
• Encourage te reo use throughout; use simple phrases repeatedly (“Harikoa - happy!”, “Aroha mai - careful!”).
• Use visual timers and countdowns to manage rotation timing.
• Reinforce instructions in both languages with visuals to reduce confusion.
• Praise positive behavior frequently for motivation.
• Keep the pace brisk to maintain engagement but be flexible to individual needs.

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Referenced Te Marautanga o Aotearoa Aspects

• Te Whāinga Matua (Learning Outcomes): Developing practical and communication skills through technology and food preparation (Technology Strand A – Using materials and ingredients safely and purposefully).

• Ngā Whāinga Ako (Learning Objectives): Focus on practical making processes, understanding materials and ingredients (He Whāinga Ako ki te Tau 4-6), flowcharting as a form of planning/design (visual literacy and sequence), following health and safety routines, and reflecting on experiences.

• Competencies: Manaakitanga (caring for self and others), Whanaungatanga (working collaboratively), and Rangatiratanga (taking responsibility for one’s work and choices).

• Language: Incorporation of te reo Māori in instructions, safety talk, and reflection supports bilingual competence and cultural identity.

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Appendix: Suggested Bilingual Keywords (simple examples)

English	Te Reo Māori
Egg	Kōwhao kākā
Toast	Tōtiti
Pan	Rākau parai
Stove	Pātī kāuta
Knife	Pāreti
Safety	Haumaru
Heat	Wera
Cook / Cooking	Kōhua / Tunu
Ingredients	Ngā Kai
Materials	Ngā Rauemi
First	Tuatahi
Next / Then	Ā muri ake / Ka
Finally	Hei whakamutunga

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If you would like, I can help further with specific bilingual worksheets or flowchart templates! This plan is designed to be clear for a beginning teacher with emergent language supports and practical pacing for small groups and rotations.

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If needed, I can also help create a visual or simple bilingual flowchart example for your class.

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Please let me know how else I can assist you. Kia pai tō akomanga! (Have a great class!)

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*Based on Te Marautanga o Aotearoa Phase 2 objectives for Years 4-6 Technology strand relating to materials, ingredients, tool use, flowcharts, cooking processes, and health and safety practices *