Life and taiao

Overview

Today students explore endemic/native species in Aotearoa and use biotic (living) and abiotic (non-living) factors to explain what helps or harms populations in local habitats. Students will build a simple ecosystem model and practise using science ideas and Indigenous knowledge perspectives to justify claims.

Learning intentions

WALT:

• Identify endemic/native species and explain why they are important to ecosystems in Aotearoa.
• Describe biotic and abiotic factors and how each affects species survival.
• Use a simple food-web or habitat model to explain interconnectedness in an ecosystem.
• Communicate scientific reasoning using evidence from observations and given scenarios.

Success criteria

I can:

• Correctly sort factors as biotic or abiotic and give a reason for my sorting.
• Name at least one endemic/native species and link it to specific habitat requirements.
• Create a clear ecosystem model (food web or habitat map) showing biotic and abiotic links.
• Explain how changes to one factor could affect a species and the broader ecosystem.

Curriculum links

• Te Mātaiaho Science: Ecosystems—ecosystems ideas grounded in long-term observations, including environmental patterns connected to mātauranga Māori.
• Te Mātaiaho Science: Ecosystems—constructing models of species interactions to explain interconnected ecosystems.
• Science practices: using evidence and developing explanations from observations/models.
• Key competency emphasis: Thinking (using models to explain cause and effect), Participating and contributing (group tasks), Communicating ideas (scientific explanations).

Lesson structure (60 minutes)

1. 0–5 min · Hook: “Who belongs here?”

• Teacher shows 3 images of local organisms and 2 “habitat clue” cards (e.g., pōhutukawa forest, freshwater stream, coastal rocks).
• Students choose one clue set and write a quick claim: “These species can survive here because…”

Success criteria check: Students begin linking species to habitat features.

2. 5–15 min · Mini-teach: Endemic/native + biotic/abiotic

• Teacher explains: endemic/native species occur naturally in NZ (endemic = only NZ); biotic = living (plants, insects, fungi, animals); abiotic = non-living (light, temperature, water, soil, salinity, wind).
• Students complete a fast “factor sort” on their worksheet: 12 statements/cards to categorise as biotic or abiotic, then pair-check.

Success criteria check: Most students correctly classify at least 10/12.

3. 15–30 min · Hands-on stations: “Build-a-habitat”

• Teacher sets up 3 stations with easy materials:
• Station A: “Forest patch” (paper cut-outs of native plants + LEGO/blocks as “soil depth”, foil as “sunlight”, cotton as “moss moisture”)
• Station B: “Stream edge” (paper “stones” + string “flow”, blue paper water, plastic reeds as plants, pretend invertebrates)
• Station C: “Coastal rocks” (salt spray card, tide water card, rock/pebble texture, living species cards)
• In groups of 4–5, students assemble a habitat map and place arrows to show what affects which species (e.g., water availability → plant growth → insect habitat).

Include a short “boy-friendly” task focus: quick, visual construction and limited writing at first—then reasoning.

Success criteria check: Model includes both biotic and abiotic elements and at least 3 justified links.

4. 30–45 min · Explanation practice: “If X changes…”

• Teacher gives each group one scenario card, such as:
• “More shade” or “less water”
• “A new predator increases”
• “Pollution changes water quality”
• “Invasive species competes for resources”
• Students update their model: identify the factor changed, predict what happens to the endemic/native species (and one more connected organism), and write a 3-sentence explanation using the structure:
• Claim + Evidence (from their model) + Reasoning (biotic/abiotic link).

Success criteria check: Student explanations show cause and effect using biotic/abiotic language.

5. 45–55 min · Whole-class share + quick critique

• Teacher selects 2–3 groups to present using the “Two stars and a wish” method (two things done well, one improvement).
• Teacher prompts: “Which links are biotic? Which are abiotic? What evidence in your model supports your claim?”

Success criteria check: Students can answer “biotic or abiotic?” and justify with a reason.

6. 55–60 min · Exit ticket

• Students complete one page-free response:
• “Choose one endemic/native species you learned today. Write: one biotic factor, one abiotic factor, and one predicted effect if the abiotic factor changes.”

Success criteria check: Exit ticket includes correct sorting and a specific predicted effect.

Resources

• Picture cards of NZ endemic/native species (teacher-created or sourced printouts)
• Biotic/abiotic statement cards (12 per class)
• Station materials: paper habitat backdrops, organism cut-outs, arrows, glue/tape
• Simple “abiotic” props (foil for sunlight, cotton for moisture, textured paper for soil/rock, blue paper for water)
• Scenario cards for “If X changes…”
• Worksheet for factor sorting and model notes
• Markers/coloured pencils

Assessment

• Formative: factor sort accuracy during mini-teach
• Formative: teacher checks station models for correct biotic/abiotic inclusion and at least 3 linked arrows
• Summative (light): exit ticket assessing species knowledge plus biotic/abiotic reasoning and cause-effect prediction

Differentiation

• Support:
• Provide sentence starters for the 3-sentence explanation (e.g., “If abiotic factor X changes, then biotic factor Y will…”).
• Offer a word bank: endemic/native, biotic, abiotic, habitat, survival, population, competition.
• Use partially completed models for students who need scaffolded structure.
• Diverse learners:
• Allow roles in groups (builder, reader, presenter, evidence-checker) to ensure participation.
• Provide simplified scenario wording and an example prediction.
• Extension (advanced learners):
• Add a second scenario change and ask students to compare outcomes (Which change has the bigger effect? Why?).
• Require a “feedback loop” idea in their model (e.g., fewer plants → fewer insects → fewer food sources).