Hunting and Gathering

Context and Overview

This 45-minute lesson is lesson 4 of 5 in the Year 6 unit "Life Before Colonisation". It focuses on traditional Māori hunting and gathering techniques, the tools used, and the critical importance of sustainability in resource management. The lesson is designed with the New Zealand Curriculum Refresh in mind, specifically aligned with Social Sciences (Aotearoa New Zealand Histories strand), embedding key competencies and future-focused learning, especially sustainability.

Learning Objectives

Social Sciences – Aotearoa New Zealand Histories (Year 6)

By the end of this lesson, students will be able to:

Understand and explain traditional Māori hunting and gathering practices and the tools used.
Recognise the cultural significance and environmental sustainability of these practices.
Make connections between how people interacted with the environment before colonisation and the concept of kaitiakitanga (guardianship).

Achievement Objectives from the NZ Curriculum Refresh

Understand how people’s perspectives on the environment affect their actions and relationships with it (Social Sciences: Understand strand: Level 3).
Investigate how people have influenced and been influenced by the environment in New Zealand before and after colonisation.
Recognise and respect Māori knowledge and perspectives (Treaty of Waitangi Principle).

Key Competencies Integrated

Thinking: Evaluate the sustainability of traditional practices.
Relating to others: Collaborate respectfully in group activities to share perspectives.
Using language, symbols, and texts: Communicate understanding of Māori traditional tools and methods.
Participating and contributing: Engage actively in hands-on group discussions and role-plays about Māori resource management.

Lesson Plan Breakdown

Time	Activity	Details	Curriculum Links
0-5 mins	Engage – Context Setting and Activate Prior Knowledge	Brief class discussion: "What did Māori do before colonisation to get food and resources?". Use guided questions to connect to previous lessons on Māori life. Show images or artefacts (pictures or replicas) of traditional tools like the pāmu (trap), rāpaki (nets), whakatargeted hunting tools.	Social Sciences: Levels 2-3 Understanding continuity and change; Use of models and artefacts as texts in Social Sciences.
5-15 mins	Explore – Interactive Group Stations	Class split into 5 groups (5 students each). Each station focuses on one technique or tool: fishing, bird hunting, gathering plants, trapping eels, and sustainable harvesting principles. Each station has replicas, pictures, and short descriptions. Students discuss and complete a worksheet with prompts: tools, method, why it was sustainable. Teacher circulates to scaffold discussions.	Social Sciences: Gathering and reflecting on information from different sources; Māori worldview understanding; Using key vocabulary.
15-25 mins	Explain – Whole Class Sharing and Discussion	Each group shares back their findings, focusing on how these methods show care for the environment (kaitiakitanga). Teacher highlights sustainability and the ongoing relevance of these concepts today. Introduce vocabulary: kaitiakitanga, mahinga kai (food gathering places), tikanga (customs).	Social Sciences: Making connections across time and place; Sustainability as a future-focused issue; Te Tiriti o Waitangi principles embedded.
25-35 mins	Elaborate – Role Play Scenario	Role-play: Students take on roles of tangata whenua (local tangata whenua) explaining to newcomers how and why sustainable practices were followed in hunting and gathering. Use props or simple scripts. Focus on explaining the importance of not overharvesting and respecting resources.	Social Sciences: Empathising and understanding different perspectives; Communicating ideas in appropriate ways. English (Oral language focus).
35-40 mins	Evaluate – Exit Ticket Writing	Individually, students complete a brief written reflection answering: "Why was sustainability important in Māori hunting and gathering? How can we apply this idea today?" Collect for formative assessment.	Social Sciences: Reflecting and drawing conclusions; English: Written language skills.
40-45 mins	Closure and Next Steps	Recap key learning points; introduce next lesson focus (pre-colonial Māori settlement patterns). Encourage students to observe natural resources around them with sustainability in mind.	Builds foundational knowledge for continuing unit topics.

Resources Needed

Images or replicas of Māori hunting/gathering tools (e.g., fishing nets, traps).
Station worksheets with guided questions.
Simple costume accessories or scripts for role-play.
Whiteboard or chart paper for vocabulary and group sharing.

Assessment

Formative: Observations during group work and role-play for understanding and engagement.
Written exit ticket reflection shows comprehension of sustainability concepts in Māori resource management.
Teacher anecdotal notes on vocabulary use and ability to explain cultural practices.

Pedagogical Considerations

Use multiple modalities (visual, kinaesthetic, oral, written) to support diverse learners.
Collaborative learning to boost social competencies and scaffold understanding.
Emphasise cultural responsiveness by using te reo Māori terms and frameworks like kaitiakitanga prominently.
Link to real-world future-focused themes such as sustainability to make learning purposeful.
Include responsive questioning to check for misconceptions and deepen understanding.

Alignment Summary to NZ Curriculum Refresh

Learning Area: Social Sciences (Aotearoa New Zealand Histories)
Level: Year 6 (Level 3 learning outcomes)
Key Competencies: Thinking, Relating to Others, Using Language, Participating and Contributing
Values: Respect, Integrity, Community and Participation
Future Focus: Sustainability, Citizenship
Curriculum Principles: Treaty of Waitangi, Cultural Diversity, Inclusion, Community Engagement

By focusing on the traditional Māori hunting and gathering techniques, this lesson embodies the NZ Curriculum vision to empower students to "be confident, connected, actively involved, and lifelong learners" grounded in their cultural heritage and current realities.

If you want, I can also provide a detailed printable lesson template or digital activity suggestions using class tablets or whiteboards to integrate technology meaningfully into this topic. Would you like that?

Teaching Instructions