Living Connections

Overview

This 60-minute Year 10 science lesson explores the characteristics and classification of living things, anchored within the important cultural context of People, Ancestors, and Whenua, using a Moana theme. It aligns closely with the New Zealand Curriculum Refresh by integrating learning objectives from the Science learning area and key competencies, while explicitly connecting to local cultural identity and environmental responsibility.

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Learning Objectives

Students will be able to:

• Describe the characteristics that define living things.
• Classify a variety of organisms using observable features.
• Explain how people, ancestors (tipuna), land (whenua), and culture influence our understanding and stewardship of living things.
• Demonstrate empathy and respect for cultural connections to the natural world.
• Develop critical thinking and observation skills using scientific inquiry.

Curriculum References

• Science Learning Area - Nature of Science Strand
  Explore relationships between people, the environment, and how science contributes to understanding these relationships (Level 5) .

• Science - Living World Strand
  Classify and describe the characteristics of living things (Level 5 Achievement Objective) .

• Key Competencies: Managing self, Relating to others, Participating and Contributing, Thinking .

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Materials

• Images and short clips/videos related to Moana and Māori relationships with land and sea.
• Sets of specimens/photos (or digital images) of local plants, animals, and other living things.
• Classification charts (adapted to Year 10 level).
• Whiteboard and markers.
• Worksheet handouts including Venn diagrams and classification tasks.
• Māori language vocabulary cards relating to whenua, tipuna, and living things.

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Lesson Plan

0-10 min | Introduction and Cultural Context (Whole class)

• Start with a captivating Moana-themed short video clip or storytelling highlighting the connection between people, ancestors, land (whenua), and living things.
• Initiate a discussion: How do Māori and Pacific peoples view their relationships with the natural world? Explore notions of kaitiakitanga (guardianship) and whakapapa (genealogy) of living things.
• Draw links to students’ own identities and cultural connections. Ask questions like:
  “How does where we come from influence the way we care for living things and our environment?”
• Introduce key Māori vocabulary related to whenua, tipuna, and living things to support cultural understanding.

10-25 min | Characteristics of Living Things (Interactive input)

• Facilitate a group brainstorming session to list what makes something living (growth, reproduction, responsiveness, energy use, cells, etc.).
• Show images/specimens, and ask students to identify alive vs non-alive, supporting their observations with the characteristics discussed.
• Use a visual organizer (e.g., a chart) that classifies living vs non-living based on characteristics.

25-45 min | Classification Activity (Group work)

• Divide students into groups of 4 to 5; each group is given a set of images/specimens. Task them to classify these organisms using observable features (e.g., body type, habitat, mobility).
• Guide students to use simple keys or classification charts introduced.
• Encourage discussion within groups about why organisms are grouped together, linking to whakapapa and ancestral lineage concepts where relevant.
• Have groups prepare to share how their classifications reflect both scientific and cultural understandings.

45-55 min | Group Presentations and Discussion (Whole class)

• Groups present their classification outcomes, explaining criteria used.
• Facilitate dialogue linking scientific classification with cultural connections to land and ancestors.
• Highlight the ongoing relevance of traditional knowledge and modern science working together.

55-60 min | Reflection and Wrap-up

• Quick-write reflection prompt: “How does understanding where we come from change how we think about living things?”
• Share a few reflections aloud.
• Provide a Māori whakataukī related to nature (e.g., "He aha te mea nui o te ao? He tangata, he tangata, he tangata.") to close.

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Assessment and Feedback

• Formative assessment during group presentations: use a simple rubric evaluating understanding of characteristics, classification, and cultural connections.
• Worksheet completion to be collected for evidence of individual understanding.
• Observe student participation and use of vocabulary and key concepts.
• Provide written and verbal feedback centred on encouraging cross-cultural scientific inquiry and respect for knowledge diversity.

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Teaching Considerations & Differentiation

• Support English language learners and students with diverse needs by providing vocabulary cards and visual supports.
• Challenge higher-achieving students to relate classification to evolutionary relationships or adaptation.
• Embed tikanga aspects sensitively, and invite local iwi or community members if possible to enrich cultural context.
• Foster a safe environment for sharing students’ own cultural perspectives.

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This lesson plan not only adheres to the Science learning strand for Year 10 under the NZ Curriculum Refresh but embodies holistic, culturally responsive pedagogy embracing tangata whenua perspectives, helping students relate science to their lives and identities meaningfully and memorably.

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If you would like, I can also provide suggested assessment rubrics or digital resource ideas to complement this plan!