Mahika Kai Materials Challenge

Overview

Students investigate raupō, supplejack, harakeke and bracken as materials connected with traditional mahika kai practices. Working in teams, they carry out simple fair tests of flexibility, strength, water resistance and durability, then use their evidence—alongside local mātauranga Māori where available—to recommend a suitable material for a specific task.

Learning intentions

• Explain how material properties connect to customary mahika kai use.
• Plan and carry out fair tests of flexibility, strength, water resistance and durability.
• Measure and record observations clearly, then compare results.
• Make a respectful, evidence-based recommendation.

Success criteria

• I can identify what I will change, measure and keep the same in a fair test.
• I can follow a repeatable method and record results clearly.
• I can describe patterns in my evidence using comparative language such as more flexible, stronger or more water-resistant.
• I can recommend a material for a task and explain my reasoning respectfully, including local knowledge where it is available.

Curriculum links

• Physical Science — Fluids, resistance, and buoyancy: designing fair tests of air and water resistance and explaining observed effects.
• Physical Science — Materials and their properties: comparing and grouping materials according to shared physical properties.
• Physical Science — Material properties and uses: applying knowledge of how common materials behave physically.
• Science capabilities and local curriculum priorities: investigating, interpreting evidence, communicating explanations, and participating respectfully in mātauranga Māori contexts.

Lesson structure (60 minutes)

1. 0–8 min · Hook and connect. Open with the mahika kai challenge introduction and show the four materials. Ask: “How might people choose a material that works well for gathering, carrying or protecting kai?” Students make a quiet prediction, then share what they already know; explain that local whānau or iwi knowledge should be treated as taonga and not guessed or presented as universal.

2. 8–16 min · Properties and fair tests. Use the properties and fair-testing slides to clarify flexibility, strength, water resistance and durability. Model one test, identifying the independent variable (material), dependent variable (what is measured) and controlled variables (for example, size, load, time and amount of water). Students help improve the method by suggesting one control that must stay the same.

3. 16–22 min · Set up teams and safety. Place students in six mixed-ability groups of five, with roles for kaiārahi/material manager, tester, measurer, recorder and kaitiaki/safety monitor. Distribute the materials-testing investigation sheet and the fair-test variables recording template. Explain that each group tests one material at four stations or uses a prepared test kit, then shares results so the class has evidence about all four materials. Students read the task card, predict results and assign roles.

4. 22–42 min · Materials-testing challenge. Display the investigation instructions and station prompts while groups investigate. For flexibility, bend equal-length pieces around a marked curve and record ease of bending or the number of bends before cracking. For strength, add identical weights to a strip or simple loop until it breaks or reaches the agreed safe limit. For water resistance, place equal-sized pieces in shallow water for a set time and compare wetness, shape and mass if scales are available. For durability, give each piece the same number of controlled rubs or pulls and record visible change. Groups complete at least two trials per test, use descriptive observations and clean up materials carefully.

5. 42–51 min · Compare evidence. Groups display or report their results. Students transfer class results to the comparison table on the evidence comparison section and discuss patterns: Which material bent most easily? Which held the greatest load? Which changed least in water or after repeated use? Teacher prompts students to distinguish evidence from assumptions and to note when results were uncertain or tests were not perfectly controlled.

6. 51–57 min · Recommend a material. Reveal the mahika kai design challenge: each group chooses a task such as a flexible tie, a carrying basket component, a water-contact item or a protective covering. Students write a recommendation using the frame: “We recommend ___ because it was ___ in our test. Our evidence was ___. We would still check this with local knowledge because ___.” Invite groups to acknowledge that experimental results are only one source of knowledge.

7. 57–60 min · Plenary and exit check. Students share one finding and one fair-test improvement. Complete the final prompt on the conclusion and reflection section: “The best material for ___ is ___ because ___.” Collect sheets for assessment.

Resources

• Raupō, supplejack, harakeke and bracken samples, prepared and labelled
• Equal-length strips or pieces of each material
• Shallow trays, water and towels
• Small identical weights, pegs, string and containers
• Rulers, stopwatches and classroom scales if available
• Safety scissors and gloves where needed
• the mahika kai materials challenge slide deck
• the materials-testing investigation sheet
• the fair-test variables recording template

Assessment

• During modelling, check whether students can identify the variable being changed, the measurement being taken and at least one control.
• Observe group practice for safe handling, repeatable procedures, role-sharing and clear recording. Question students about how their evidence supports a comparison.
• Assess the recommendation for an accurate property description, relevant evidence, a clear connection to the chosen task and respectful recognition of local mātauranga Māori. Use the final worksheet response as an exit check.

Differentiation

• Support students with a visual word bank, labelled equipment, sentence starters and a partially completed example table. Pair fluent readers with students who need language support and allow oral recording or teacher scribing.
• Provide pre-cut materials and a simplified two-trial method for students requiring fine-motor or processing support. Ensure samples are clean, dry and handled safely; avoid skin contact if any plant causes irritation.
• Extend confident students by calculating an average, ranking materials for different tasks, identifying weaknesses in the test design, or proposing a more reliable measure of durability.
• Invite local mātauranga Māori, whānau or iwi knowledge only where appropriate and authorised. Students should say “our test suggests” rather than claiming that one material is always used in one way.