Farmers as Kaitiaki

Overview

Students explore why people need to care for Papatūānuku and how farming can affect the environment. They learn about simple ways farmers can reduce environmental impacts, then work in groups to design a sustainable farm that supports people, animals and future generations.

Learning intentions

• WALT explain why caring for Papatūānuku is important.
• WALT identify some environmental impacts of farming.
• WALT describe actions farmers can take as kaitiaki.
• WALT work together to design a more sustainable farm.

Success criteria

• I can explain that kaitiakitanga means caring for the environment.
• I can identify at least one way farming can affect air, land or water.
• I can show at least three kaitiaki actions on my farm design.
• I can explain how my farm helps people, animals and future generations.

Curriculum links

• Social Sciences — Economic Activity: understand that people make choices about how resources are used, including creating a savings plan and considering future needs.
• Social Sciences — Geography: explore how people and the environment are connected, including the relationship between economic development and deforestation.
• Social Sciences — Place and Environment: recognise people’s responsibilities for caring for places and environments.
• Values and competencies: care, participation, contribution, managing self, relating to others, and thinking.

Lesson structure (40 minutes)

1. 0–5 min · Hook: Who cares for Papatūānuku? Teacher displays a contrasting image of a healthy farm and a polluted stream using the opening farm images and asks, “What might happen if nobody cared for this place?” Students quietly observe, then share one noticing and one wondering with a partner. Introduce Papatūānuku as the Earth and kaitiakitanga as caring for people, places and the natural world.

2. 5–13 min · Farming and the environment. Teacher explains that farming is an important industry in Aotearoa because it provides food and other products, but it can also affect the environment. Use the farming impacts slides to show three child-friendly examples: animal methane and fertiliser gases can add to warming; machinery can release carbon dioxide; and manure, fertiliser or damaged stream banks can affect waterways. Emphasise that farmers can make positive choices and that the focus is on solutions, not blame. Students match each impact to air, land or water using actions and gestures.

Keep the science age-appropriate: methane is a gas from animals that traps heat; nitrous oxide can come from manure, urine and fertiliser; carbon dioxide can come from fuel used in machinery. Explain that these gases contribute to climate change, which means long-term changes to Earth’s temperature and weather.

3. 13–19 min · Kaitiaki actions. Teacher reveals the solutions and discussion slides and models four actions: planting trees to take in carbon dioxide, keeping stock away from waterways, planting native plants beside streams to help filter run-off, and reusing manure as natural fertiliser. Ask, “Which action helps the water? Which helps the air? Could one action help more than one part of the environment?” Students turn and talk, then contribute reasons. Clarify that caring for the environment helps future generations.

4. 19–23 min · Design brief and modelling. Teacher places students in six mixed-ability groups of five and distributes the sustainable farm design planner. Model a quick farm sketch, including a paddock, stream and one tree shelter. Explain that every design must include food or animal production, a home or farm building, and at least three kaitiaki actions. Students allocate roles such as illustrator, materials manager, idea collector, recorder and speaker.

5. 23–35 min · Create a sustainable farm. Teacher provides coloured card and checks each group’s plan, prompting with questions: “Where will the water flow?” “How will you protect the stream?” “What will happen to manure?” “Where could trees grow?” Students draw or construct their farm, label features and record three actions and their purposes on the planner. Encourage groups to include a native planting area, tree shelter, fenced waterway, manure compost area or low-fuel farming choice. Support groups to focus on clear ideas rather than detailed artwork.

6. 35–40 min · Share and reflect. Each group gives a 30-second presentation using the sharing and reflection slide: “Our farm is sustainable because…” and names two actions. Students listen for one idea they could add to their own design. Finish by asking, “How does our farm show care for Papatūānuku and future generations?” Collect planners and designs as evidence of learning.

Resources

• the Farmers as Kaitiaki slide deck
• the sustainable farm design planner
• Coloured card or paper
• Pencils, crayons, felt pens and glue
• Scissors
• Large sheets of paper or cardboard for group designs
• Images or simple diagrams of farms, streams, trees and stock
• Optional toy animals or natural materials for model farms

Assessment

• During discussion, listen for students identifying a farming impact and linking it to air, land or water.
• While groups work, check that students can explain the purpose of at least three kaitiaki actions, rather than simply adding them as decorations.
• Use the group presentation and worksheet to assess whether students understand that sustainable choices support the environment and future generations.

Differentiation

• Provide picture prompts, a completed example and sentence starters: “Our farm cares for water by…”, “This is important because…”, and “Future generations need…”.
• Pair students strategically and assign purposeful roles. Adults or peers can scribe ideas for students who find writing difficult; students may explain their thinking orally or through labelled drawings.
• Pre-teach and revisit Papatūānuku, kaitiakitanga, waterway, run-off, fertiliser and future generations. Use gestures, visuals and short explanations for English language learners.
• For students ready for greater challenge, require them to explain how one action helps more than one part of the environment, compare two possible farm layouts, or add a labelled energy-saving choice such as shared machinery, renewable energy or fewer fuel journeys.
• Avoid presenting climate change as a frightening or individual responsibility. Reinforce that communities and farmers can work together to make thoughtful choices.

Extension

• Groups create a “before and after” drawing showing how a farm could improve a damaged stream or bare hillside.
• Students write or record a short message from a farmer to future generations explaining one kaitiaki commitment.