Unit Context

This is Lesson 2 of 3 in the unit: Exploring the Pounamu Trail. The focus is on investigating initial Māori settlements and their southward migration patterns using historical maps. Students will engage with New Zealand history concepts and geography by creating their own maps that mark key migration trails and significant locations related to the pounamu trail.

---

Learning Objectives

Aligned to the New Zealand Curriculum (NZC), Level 3–4 Social Sciences and related competencies:

• Social Sciences – Understand how and why people move to different places and adapt to new environments.
• Understand how Māori iwi and hapū established settlements in different regions of New Zealand.
• Investigate the migration trails used by early Māori as they travelled southward hunting for pounamu.
• Geography – Use maps to identify and describe locations, pathways, and features.
• Use grid references and directional language (including te reo Māori compass points) to interpret and create maps.
• Understand and use historical maps to track migration routes.
• Key Competencies:
• Thinking – make sense of information from historical sources.
• Using language, symbols, and texts – create visual representations (maps).
• Relating to others – share ideas about iwi migration stories collaboratively.
• Participating and contributing – work as a class community to create meaningful learning artifacts.

---

Curriculum References

• Social Sciences (Level 3 and 4): Understand how people have shaped and adapted to their environment; how people participate in communities.
• Mathematics & Statistics (Years 5–6): Use grid references and directional language; interpret and create maps including scales and compass points; follow and give directions using turns and distances.
• English (Years 5–6): Comprehend information from texts including historical and mixed texts; present ideas clearly and purposefully.

---

Equipment/Resources

• Printed historical maps of Aotearoa showing Māori early settlements and migration paths southward along the pounamu trail.
• Large blank map outlines of the South Island.
• Coloured pens, pencils, rulers.
• Compass or a visual compass rose.
• Map key symbols sheet (including symbols for settlements, rivers, mountain ranges, pounamu locations).
• Vocabulary list with Māori terms for directions and iwi names.
• Worksheet with guided questions for reflection and map annotations.
• Projector or digital device (optional) to display maps.

---

Lesson Plan (45 minutes)

1. Introduction (5 minutes)

• Activate prior knowledge: Briefly recap Lesson 1 (initial Māori settlement in the upper North Island and their journey southwards).
• Explain today’s goal: To explore the trails Māori used to travel south in search of pounamu (greenstone), focusing on key migration routes of various iwi and hapū.
• Introduce key vocabulary: migration, pounamu, iwi, hapū, raki (north), tonga (south), rāwhiti (east), uru (west).

2. Exploration and Discussion (10 minutes)

• Present the historical maps showing early Māori settlements and southward migration routes.
• Use the projector/digital display or printed maps to identify significant routes.
• Discuss the reasons for migration southwards (resources, hunting, family/tribal connections).
• Use directional language: guide students in reading the maps using compass points and simple grid references.

3. Guided Map Activity (20 minutes)

• Each student receives a blank map outline of the South Island.
• Teacher models how to mark migration trails and settlements on the map, referring to the historical map.
• Students draw their own maps, marking:
• Main migration routes.
• Key iwi/hapū settlement locations.
• Important natural features linked to pounamu (e.g., mountain ranges, rivers).
• Students add a legend/key including symbols used, and label parts of their map.
• Prompt students to use te reo Māori for directional words and iwi names wherever possible.

4. Sharing and Reflection (7 minutes)

• Students pair-share their maps, explaining their chosen routes and significant places.
• Discuss similarities and differences between maps.
• Ask reflection questions:
• Why did Māori travel these routes?
• How do the maps help us understand the journey and challenges faced?
• How does knowing these trails help us appreciate Māori history and the significance of pounamu?

5. Conclusion and Next Steps (3 minutes)

• Summarise the learning progress: understanding Māori migration patterns and using maps to visualise historical journeys.
• Preview Lesson 3, which will focus on stories and legends related to the pounamu trail.
• Collect maps for display or future reference.

---

Assessment

• Formative:
• Observe student participation in discussion and map activities.
• Check maps for correct use of directional language, inclusion of important trails and locations, and appropriate symbol use.
• Listen to student explanations during sharing for their comprehension of migration patterns.
• Summative:
• Students submit their annotated maps as evidence of understanding migration routes.
• Responses to reflection questions provide insight into their grasp of historical reasons for migration.

---

Teaching Considerations

• Use flexible grouping for pair/share to support diverse learners.
• Provide pre-labelled maps or partial maps for students who may need additional support.
• Integrate te reo Māori naturally to normalise its use in geographical and historical contexts.
• Encourage questions about iwi differences and migration choices to deepen understanding.

---

This detailed plan supports Year 5/6 students in exploring an important aspect of New Zealand history through an integrated, hands-on mapping activity using curriculum-aligned competencies and learning objectives. It will engage their curiosity while developing spatial reasoning and understanding of cultural heritage in a meaningful way.

Curriculum Codes Summary

• Social Sciences: Level 3 & 4 – Understanding movement and settlement in history.
• Mathematics & Statistics: Year 5–6 – Using grid references, directional language, and creating maps.
• English: Year 5–6 – Comprehension and verbal explanation of historical texts and concepts.
• Key Competencies: Thinking, Using Language/Symbols, Relating to Others, Participating and Contributing.

This lesson captures the essence of the NZ Curriculum by connecting culture, history, language, and spatial skills.

---

If you need a further extension or digital options for map creation, I can suggest tools or sample templates to wow your students and colleagues!