Meet the Tuna

Overview

Students investigate tuna, the New Zealand freshwater eel, as a local animal. Through photographs, discussion and a simple habitat model, they identify and classify tuna, describe what tuna need to live, and consider how tuna interact with wai (water) and their surroundings. Acknowledge that local iwi and whānau may hold important knowledge about tuna; invite local pūrākau or mātauranga Māori rather than inventing or generalising cultural knowledge.

Prior knowledge: Students may know that animals need food, water and shelter, and may have seen eels in streams, rivers or photographs. Prompt any connections without requiring students to have handled or eaten tuna.

Learning intentions

• WALT identify and name a local animal: tuna.
• WALT describe what tuna need to live in their habitat.
• WALT sort animals using observable features.
• WALT use drawings, labels and talk to communicate our science ideas.

Success criteria

• I can say and use the words tuna, wai, awa, kai and roa.
• I can identify tuna in a group of animal pictures.
• I can tell or show that tuna need clean water, food, places to hide and space to move.
• I can draw a tuna and label at least two things about its habitat.

Curriculum links

• Biological Science — identifying and naming local animals.
• Biological Science — classifying animals using observable features.
• Biological Science — describing how organisms interact with and depend on their surroundings.
• Te Mātaiaho science capabilities: noticing, wondering, observing, describing and communicating explanations.

Lesson structure (45 minutes)

1. 0–5 min · Hook and wonder. Open with the tuna mystery image: show a close-up image of an eel partly hidden in a stream and ask, “What animal could be hiding here? What clues can you see?” Students think, pair-share and offer observations, not guesses presented as facts.

2. 5–12 min · Explicit teaching and local connection. Show the tuna introduction slides and explain: “Tuna means eel in te reo Māori. Tuna are long freshwater animals that live in wai and awa. They move by wriggling, can hide under rocks or among plants, and use their surroundings to find kai and stay safe.” Introduce the words tuna, wai, awa, kai and roa; students echo the words, make a movement for each, and locate them on the displayed picture. Explain respectfully that different iwi and whānau have their own knowledge, names and stories about tuna, and that we listen to local knowledge holders.

3. 12–17 min · Observe and classify. Display photographs of tuna, fish, a frog, duck, snail, insect and cat in the animal sorting prompt. Model noticing features such as “long body”, “lives in water” and “has fins”. Students help classify pictures into “lives mostly in water” and “does not live mostly in water”, then identify which animals are vertebrates or invertebrates only if they already understand those terms. For this age group, prioritise observable features and avoid teaching complex taxonomy.

4. 17–30 min · Hands-on habitat investigation. In five groups of five, provide an eel habitat model: a shallow tray or tub with clean water, smooth stones, paper or fabric plants, a cardboard tunnel, and laminated animal pictures. Do not use live animals. Open the habitat activity instructions and model safe, gentle observation. Students place the tuna picture in a suitable place, then discuss and demonstrate how it can move, hide, find kai and use wai. They sort picture cards into “helps tuna live” and “could harm tuna”, explaining their choices. Circulate and ask: “Where would tuna hide? What might it eat? What happens if the water is dirty or the stream has no places to hide?”

5. 30–39 min · Individual assessment. Distribute the tuna habitat drawing and sequencing sheet. Students draw a tuna in an awa and label or copy two or more words: tuna, wai, awa, kai, roa, hide, rocks or plants. They complete a simple three-picture sequence: “Tuna finds a safe place”, “Tuna finds kai”, “Tuna moves through the awa.” Students may dictate labels or explain their drawing to an adult or partner.

6. 39–45 min · Reflection and sharing. Return to the reflection slides. Invite several students to share one observation and one need of tuna. Revisit the WALT and ask students to show with fingers one to three how confidently they can name tuna, describe its habitat and use a new word. Close with: “How can people care for the wai and awa where tuna live?”

Resources

• the tuna science slide deck
• the tuna habitat drawing and sequencing sheet
• Large photographs or laminated picture cards of local animals
• Five shallow trays or tubs
• Clean water, smooth stones, paper or fabric plants, cardboard tunnels
• Pencils, crayons and clipboards
• Māori-English word cards: tuna, wai, awa, kai, roa
• Cloths for spills and handwashing supplies

Assessment

• Listen during sorting and habitat work for accurate observations and explanations about what tuna need.
• Check whether students identify tuna, use at least one vocabulary word, and connect a feature or behaviour with survival.
• Review the worksheet and oral explanations: look for a tuna in an appropriate habitat, two labels or ideas, and a sensible sequence.

Differentiation

• Provide photo-word cards, gestures, traced labels and sentence starters: “Tuna needs ___ because ___” and “I notice ___.”
• Pair learners strategically; allow drawing, pointing, home-language discussion, oral response or adult scribing instead of independent writing.
• Use a smaller choice of pictures, tactile objects and repeated modelling for students needing additional support; keep water in stable trays for students with sensory or mobility needs.
• Challenge confident learners to explain how a tuna’s long body, hiding behaviour or movement helps it survive, or to redesign the model to make the awa safer. They can add a “people can help by…” label.

Health and safety

• Use clean water only; no live animals, tasting or collecting from waterways.
• Students wash hands after handling materials, walk around trays and wipe spills immediately.
• Use smooth, large objects rather than small loose items for children who mouth resources. Supervise water play and check for relevant allergies or sensory needs.

Extension

• Create a class “Healthy Awa for Tuna” poster showing three ways people can care for freshwater habitats.
• Invite a local iwi, whānau member or approved local knowledge holder to share mātauranga or a pūrākau about tuna, following school protocols and appropriate permissions.
• Compare tuna with another local animal and explain one similarity and one difference in its habitat or needs.