He Kupu, He Pātai

Overview

This is lesson 1 of 12 in Te Rū Whenua o Whakatāne. Ākonga activate prior knowledge about earthquakes, listen respectfully to local iwi knowledge, and develop research questions. The lesson establishes shared tikanga for working together and valuing mātauranga Māori alongside scientific explanations.

Learning intentions

• WALT describe what we already know and wonder about rū whenua.
• WALT listen respectfully to kōrero tuku iho and identify important ideas.
• WALT distinguish between a statement, an observation and a research question.
• WALT create useful, investigable pātai for our unit inquiry.
• WALT agree on tikanga for collaborative and respectful learning.

Success criteria

• I can share a relevant idea or question about rū whenua.
• I can listen without interrupting and acknowledge different forms of knowledge.
• I can write a clear research question beginning with “He aha…?”, “Me pēhea…?” or “He pēhea…?”
• I can explain one tikanga that will support our learning together.

Curriculum links

• Understanding the natural world through observation, questioning and scientific investigation.
• Developing explanations about Earth processes and natural hazards.
• Communicating scientific ideas using appropriate language, diagrams and discussion.
• Valuing mātauranga Māori and local knowledge, and participating responsibly in collaborative learning.

Lesson structure (45 minutes)

1. 0–5 min – Whakatau and learning purpose Welcome ākonga and introduce the unit title, explaining that rū whenua means an earthquake or movement of the Earth. Open with the opening question and Whakatāne visual: “What might the whenua be telling us when it moves?” Explain that the unit will bring together scientific evidence, local knowledge and careful questioning.

2. 5–12 min – Activate prior knowledge In pairs, ākonga discuss: “What do you know about earthquakes?” and “What have you seen, heard or experienced?” They record three ideas and two wonders on the prior-knowledge and wonder section. Invite each pair to share one idea; accept tentative answers without correcting every misconception at this stage.

3. 12–20 min – Listen to local kōrero Play or read a carefully selected, permission-based kōrero tuku iho from mana whenua or a local iwi source about whenua, movement, place or significant events connected with Whakatāne. Use the listening purpose and tikanga reminders. Ask ākonga to listen for what the kōrero values, explains or asks people to remember. Do not treat the kōrero as a “myth” or ask students to prove or disprove it; position it as mātauranga with its own context and authority.

4. 20–27 min – Whakawhiti kōrero In a circle, allow quiet thinking time, then invite responses: “He aha ngā whakaaro matua?” “He aha ngā mea i rite, i rerekē rānei ki ō tātou mōhiotanga?” “He aha ngā pātai hou i puta?” Model respectful responses such as “I heard…”, “I wonder…” and “Can you tell us more?” Record key ideas on the board under mātauranga, observations and questions.

5. 27–35 min – What makes a useful research question? Teach that a research question is clear, focused and possible to investigate using evidence. Display the question-sorting examples and jointly improve examples such as “Why are earthquakes scary?” into “How does the movement of tectonic plates cause earthquakes?” Explain that some questions may be answered through scientific investigation, while others require interviews, careful source work or further guidance from mana whenua.

6. 35–42 min – Create pātai mō te rangahau Groups of two or three use the research-question builder to create at least two questions about rū whenua in or around Whakatāne. They check each question for clarity, relevance, respect and investigability, then choose one question to share. The teacher conferences with groups and records promising questions for later lessons.

7. 42–45 min – Tikanga agreement and closing Co-construct four or five class agreements, such as listening without interrupting, naming sources, asking before recording or sharing kōrero, disagreeing respectfully, and keeping people safe. Use the closing reflection and ask each ākonga to complete: “Ko tāku pātai matua…” and “Ko tētahi tikanga ka whai au…” Collect worksheets for formative assessment and close with a brief mihi or acknowledgement.

Resources

• the introduction, listening, question-building and closing slides
• the prior-knowledge, listening and research-question worksheet
• Permission-based local iwi kōrero, audio or transcript
• Whiteboard and markers
• Large paper or shared digital space for class questions
• Unit title and key kupu displayed: rū whenua, whenua, mātauranga, kōrero, pātai, rangahau
• Seating arranged for pairs and a respectful discussion circle

Assessment

• Listen for prior knowledge, misconceptions and connections made between scientific and local knowledge.
• Check worksheets for thoughtful observations, respectful listening notes and clear research questions.
• Use the final tikanga response to assess whether ākonga understand expectations for collaborative inquiry and engagement with mātauranga Māori.

Differentiation

• Provide sentence starters, key kupu with simple explanations, and the question stems “He aha…?”, “Me pēhea…?” and “He pēhea…?” for ākonga needing language support.
• Allow students to record ideas through drawing, labelled diagrams, speech-to-text or an oral response rather than extended writing.
• For EAL learners, preview vocabulary, pair them with a supportive speaker, and provide opportunities to rehearse ideas before sharing.
• Extend confident ākonga by asking them to classify their question as best answered through observation, data, an interview, or source research, and explain why.