Ka Hanga Huamata Hua

Overview

In this final lesson of Ngā Hua Rākau Kai, 30 ākonga work in groups of five to prepare a fruit salad while using simple te reo Māori instructions. They describe fruit, taste and texture, then reflect on how language helped them communicate and work together.

Learning intentions

• WALT use te reo Māori to give and follow simple instructions.
• WALT describe a fruit and its taste or texture.
• WALT participate safely and cooperatively in a group.
• WALT reflect on new words and communication strategies.

Success criteria

• I can say and respond to “Horoia ngā hua”, “Tapahia ngā hua” and “Whakaranuhia ngā hua”.
• I can use “Tāpirihia te ___” to name a fruit.
• I can describe a fruit using a sentence such as “He āporo whero” or “He reka, he ngohengohe.”
• I can share our finished salad using “He huamata hua tēnei” and “He tino reka tēnei.”

Curriculum links

• Te reo Māori: use familiar words, phrases and sentence patterns for purposeful interaction.
• Te reo Māori: listen and respond to instructions, and present a short description to others.
• Hauora and wellbeing: make safe, healthy choices and practise safe food preparation.
• Key competencies: managing self, participating and contributing, relating to others, and using language, symbols and texts.

Lesson structure (60 minutes)

1. 0–5 minutes – Welcome and language hook Greet the class in te reo Māori and show the hook and learning intention slides. Ask: “He aha ngā hua rākau e mōhio ana koutou?” Students turn and talk, then share fruit names they remember from the unit.

2. 5–13 minutes – Revisit instructions and descriptions Use the instruction language slides to model each phrase with actions: “Horoia ngā hua,” “Tapahia ngā hua,” “Whakaranuhia ngā hua,” and “Tāpirihia te ___.” Students echo, then practise in pairs: one gives an instruction and the other performs the action. Revise describing language, for example “He āporo kākāriki,” “He reka,” “He kawa,” “He mārō,” and “He ngohengohe.”

3. 13–18 minutes – Explain the group task and safety Organise six groups of five and assign roles using the group role cards. Explain that everyone must speak te reo Māori and contribute to the preparation. Discuss handwashing, clean equipment, safe knife use, allergies, and following school food-safety procedures; adults should complete or supervise cutting as required.

4. 18–40 minutes – Prepare the fruit salad Give each group its fruit, bowl and equipment. Display the step-by-step preparation slides throughout the activity. Students use the instructions in order, with the speaker saying each phrase before the group acts: “Horoia ngā hua,” “Tapahia ngā hua,” “Tāpirihia te ___,” and “Whakaranuhia ngā hua.” The teacher circulates, prompts complete phrases and checks that each ākonga speaks and has a meaningful role.

5. 40–52 minutes – Describe and share Each student selects one fruit from the salad and prepares a short oral description on the fruit description and reflection sheet. A useful frame is: “Ko ___ tēnei. He ___ te tae. He ___ te reka/āhua.” Groups then present: “He huamata hua tēnei,” followed by “He tino reka tēnei” or another appropriate description. Invite the audience to respond with “Ka pai!” or “He aha te hua tino pai ki a koe?”

6. 52–60 minutes – Reflection and clean-up Students clean their area and share the salad if permitted by school procedures. Use the reflection prompts and the reflection prompts poster to guide a quick class reflection: “He aha ngā kupu hou?”, “He aha te rerenga kōrero i whakamahia e koe?”, and “He aha te rautaki i āwhina i a koe ki te kōrero?” Students complete the final section of the fruit description and reflection sheet before leaving.

Resources

• the complete lesson slide deck
• the fruit description and reflection sheet
• the group role cards
• the reflection prompts poster
• A selection of prepared fruit, enough for six groups
• Six large bowls, serving spoons and plates or cups
• Child-safe knives or teacher-approved cutting equipment
• Chopping boards, gloves if required, paper towels and cleaning supplies
• Handwashing facilities and allergy information

Assessment

• Listen for accurate use of the four target instructions during group preparation; note who can give and follow each instruction.
• Use the oral description and presentation to assess fruit vocabulary, taste or texture language, pronunciation and confidence.
• Collect the fruit description and reflection sheet to identify new vocabulary, communication strategies and next teaching steps.

Differentiation

• Provide picture cues, gestures, word banks and sentence frames for ākonga who need support. Allow rehearsal with a partner before presenting.
• Pair confident speakers with learners needing support, while ensuring both students have an individual speaking role.
• Extend learners by asking them to add a reason: “He tino reka tēnei nā te mea he…”, or to give two linked instructions.
• For EAL and SEN learners, reduce the number of required phrases, offer enlarged visuals and accept pointing, gesture, repetition or a recorded response alongside spoken language.