Kimihia ngā Mea

Overview

Students revise classroom-object kupu and practise asking and answering “Where is the ___?” in te reo Māori. In teams, they use a worksheet to locate eight objects, return each item in the order found, and speak with the teacher using respectful classroom language.

Learning intentions

• WALT ask and answer “Kei hea te …?”
• WALT recognise and say classroom-object kupu.
• WALT listen carefully for instructions and respond appropriately.
• WALT work cooperatively and use te reo Māori respectfully.

Success criteria

• I can ask, “Kei hea te …?”
• I can identify and say the eight classroom objects.
• I can answer, “Kei konei,” when I have found an object.
• I can record and return objects in the correct order.

Curriculum links

• Te Reo Māori learning area structure: learning through listening, speaking, reading, writing and interacting.
• Emergent 1 teaching sequence: using reference tools ethically and responsibly to extend vocabulary.
• Te Reo Māori introduction: communication reflects collective values and respect for others’ perspectives.
• Te Reo Māori introduction: creating meaningful experiences connected with local mātauranga Māori and students’ context.

Lesson structure (40 minutes)

1. 0–5 min · Whakahoki mahara. Open with the hook and classroom-object picture slides and show an image of a classroom with one object missing. Ask, “Kei hea te pene?” Students think, point to the likely location, and repeat the question and answer: “Kei konei” or “Kei reira.” Explain that kei hea means “where is”.

2. 5–12 min · Kupu and sentence pattern. Use the vocabulary and sentence-pattern slides to introduce or revise:

• te pene — pen
• te pene rākau — pencil
• te rīra — ruler
• te tohu papa mā — whiteboard marker
• te papa mā — whiteboard
• te pukapuka pānui — reading book
• te ūkui — rubber
• te tūru kikorangi, te tūru kōwhai, te tūru whero — blue, yellow and red chair Teacher models: “Kei hea te pene?” “Kei konei te pene.” Students repeat, then practise the question and answer with a partner. Clarify that konei means “here” and reira means “there”.

3. 12–17 min · Listening and rehearsal. Display the listening-check slides. Teacher says an object phrase and points to, holds up, or gestures towards the matching item; students show understanding by pointing, repeating, or giving a thumbs-up. Invite several students to ask the teacher, “Kei hea te ___?” Teacher answers using “Kei konei” or “Kei reira”. Remind students that the three small coloured chairs are hidden surprises and must be handled carefully.

4. 17–21 min · Race instructions and safety. Display the team-race instruction slides and distribute the classroom-object search worksheet. Explain that students will work in five teams of five. Each team must find the listed objects, bring them to the teacher one at a time, and record the order of discovery. Only one team member may retrieve an item at a time; students walk, do not run, and must not take an object from another team. Before starting, each team rehearses: “Kei hea te ___?” and “Kei konei te ___.”

5. 21–32 min · Kimihia ngā mea. Hide or place the objects safely around the classroom before the lesson, with the three mini chairs in amusing but accessible locations. Students search in teams, using the worksheet to number each object as it is found. The retrieving student brings the item to the teacher and says, “Kei konei te ___”; the teacher confirms the kupu and returns or places the item in the team’s collection area. Prompt quiet students to ask, “Kei hea te ___?” before searching and support teams to use te reo Māori rather than pointing only.

6. 32–37 min · Check and reconstruct. Pause the race and use the review and discussion slides. Teams compare their worksheets and arrange their collected objects in the recorded order. Teacher calls out an object; a nominated student from each team holds it up or points to its recorded position and says the phrase. Discuss: “Ko tēhea te mea tuatahi?” and “Ko tēhea te mea whakamutunga?” Accept short responses while modelling complete language.

7. 37–40 min · Whakakapi and exit response. Students return all objects and complete the final worksheet prompt: draw or write one classroom object and complete “Kei hea te ___?” with “Kei konei” or “Kei reira”. Invite two students to perform a question-and-answer exchange. Finish by asking students to say one kupu they can now remember.

Resources

• the complete classroom-object search slide deck
• the classroom-object search worksheet
• Pencil and colouring equipment
• One pen, pencil, ruler, whiteboard marker, whiteboard, reading book and rubber
• One mini blue chair, one mini yellow chair and one mini red chair
• Five labelled team collection areas
• Timer or classroom clock

Assessment

• Listen during partner rehearsal and note who can pronounce the object kupu and use “Kei hea te …?”
• During the search, check whether students listen, speak, record the order accurately and use “Kei konei te …” when returning an item.
• Collect or quickly check the worksheet exit response for correct object vocabulary and an appropriate location answer.

Differentiation

• Provide a visual word bank on the board and let students point to the matching picture before speaking.
• Give students who need support a sentence frame: “Kei hea te ___?” / “Kei konei te ___.” Pair them with a patient speaker and allow rehearsal before approaching the teacher.
• Challenge confident speakers to ask a teammate the question, answer with “Kei reira”, and use “Ko tēhea te mea tuatahi?” when discussing the order.
• For students with mobility, sensory or processing needs, place some objects at accessible heights, offer a classroom-based finder or recorder role, and provide extra wait time. Keep the race cooperative and walking-only.