Maara Kai Understanding

Overview

In this lesson, students explore what a maara kai (food garden) is and why it matters in te ao Māori. They discuss the kinds of plants grown and connect those uses to food, medicine, and daily life.

Learning intentions

• WALT describe what a maara kai is and why it is important to Māori communities.
• WALT identify common plants that can be grown in food gardens and explain how they are used.
• WALT use scientific language to talk about plants and their relationships with people and the environment.
• WALT practise respectful discussion and listen to others’ ideas during shared inquiry.

Success criteria

• I can explain, in my own words, what a maara kai is and why it is valued.
• I can name several plants suitable for a maara kai and give at least one use for each.
• I can sort plant examples into categories (food, fibre, medicine, tools/other uses) with support.
• I can contribute to group discussion using respectful turn-taking and clear reasons.

Curriculum links

• Science learning focuses on living things: observable features of plants and how people interact with living things.
• Te Marautanga o Aotearoa emphasises exploration, questioning, and sharing ideas (scientific inquiry in everyday contexts).
• Key competencies in the curriculum support participating and contributing, using language symbols and texts, and thinking critically.
• Learning through culturally located contexts: understanding maara kai as part of mātauranga Māori.

Lesson structure (60 minutes)

1. 5 min — Hook & whakaaro quick-write Show and play the introduction slides to begin with a provocative prompt about how communities grow food. Students do a 2–3 minute private write: “What could a food garden grow, and why might people care for it?”

2. 7 min — Whole-class discussion with talk moves Teacher revisits students’ answers and adds class meaning for maara kai (food garden) as a place for growing and caring for plants. Use the introduction slides discussion prompts: “What plants do you know grow in gardens?” and “How might a garden help a community?”

3. 10 min — Teach: plants we can grow Using the introduction slides, briefly introduce a range of maara kai plant examples suitable for our environment (for example: kūmara, rourou/greens, karaka, harakeke, tī kōuka/ti, rongoā plants where appropriate). Emphasise observable plant features (leaves, roots/tubers, fruit/seed, growth habits) and link to uses.

4. 10 min — Plant-use sorting (group work) In groups of 3–4, students sort plant cards or examples into categories: food, medicine/rongoā, fibre/tools, and other uses. Students record one sentence per plant: “We grow this because…” Teacher circulates, prompting scientific language (part used, where it grows, what it provides people).

5. 12 min — Worksheet: “Maara kai map” Distribute the maara kai plants and uses worksheet and students complete the “maara kai map”: draw a simple garden plan shape and add plants around it with arrows to uses. For older students (Year 7–8), include a short “because” statement linking plant features to the use (for example, root/tuber used for food).

6. 8 min — Gallery share & kaitiakitanga Students return to the whole class. Choose 3–4 groups to share using the introduction slides prompts about care and responsibility. Teacher draws out ideas of kaitiakitanga (guardianship/care) and how maintaining gardens supports living things and people.

7. 8 min — Plenary: exit ticket reflection Students complete an oral or written exit check: “One plant in a maara kai is useful for… because…” plus “One respectful discussion rule I used today was…” Tie back to learning intentions and inform students what Lesson 3 will explore (how gardens are cared for and how conditions affect growth).

Resources

• the introduction slides (hook, definitions, plant examples, discussion prompts, plenary prompts)
• the maara kai plants and uses worksheet (garden map drawing + plant-use sentences)
• Plant picture set or printed cards (or slide-based plant images if cards aren’t available)
• Coloured pencils/markers for the worksheet
• Group roles prompt cards (e.g., reader, speaker, recorder, materials manager)
• Teacher notes for talk moves (prompting, clarifying, agreeing/disagreeing respectfully)
• Timer and display for time-boxed activities
• Option: sentence starters for students needing scaffolded language

Assessment

• Teacher checks understanding during group sorting by listening for correct plant-use links and respectful participation.
• Review of the maara kai plants and uses worksheet for evidence students can name plants and explain at least one use.
• Exit ticket/plenary response to confirm each student can articulate maara kai importance and one plant example “because” statement.

Differentiation

• Support: Provide sentence starters (“A maara kai is…”, “We grow ____ because…”) and a word bank (food, fibre, rongoā/medicine, leaves/roots/tubers).
• Support: Offer partially completed categories on the sorting task so students focus on matching uses rather than generating all categories.
• Extension: Year 7–8 students add an extra link: “Plant feature → use” (for example, “Long leaves are used for…”).
• EAL/SEN: Allow drawing as well as writing on the worksheet; pre-teach 5–7 key words using examples shown on the introduction slides; pair a student with a supportive peer.