Mindfulness in Ngahere

Overview

In this second lesson of the "Whare Tapa Whā Wellbeing" unit for Year 0-2 students, learners will explore Taha hinengaro — the mental and emotional wellbeing dimension of the Māori holistic health model — through mindful engagement with the natural environment of the ngahere (forest). Using mindfulness practices focused on the five senses, students will connect how nature influences feelings and supports coping strategies, further reinforcing the interconnectedness of the four walls of the Whare Tapa Whā wellbeing model.

This lesson aligns explicitly with the Health and Physical Education learning area of the New Zealand Curriculum Refresh, targeting wellbeing and mental health objectives for young learners.

Curriculum Links

Learning Area: Health and Physical Education (Year 0-2)

Understanding about hauora (wellbeing)
Mental health and wellbeing focus on Taha hinengaro
Connecting physical and emotional states through sensory awareness
Developing strategies to manage emotions and stress with peer and teacher support

Key Competencies

Managing Self: Students develop self-regulation by practicing mindfulness and sensory exploration.
Relating to Others: Sharing experiences and emotions developed through group discussion.
Thinking: Reflecting on their feelings and connection to the environment.
Using Language, Symbols, and Texts: Communicating sensory experiences and emotions using descriptive language.
Participating and Contributing: Engaging actively in group mindfulness and wellbeing conversations.

Learning Objectives

By the end of this 60-minute session, students will be able to:

Use their five senses to mindfully explore and describe the natural environment (sight, sound, smell, touch, taste where appropriate).
Identify and share how being in the ngahere makes them feel and how nature can help with calming and coping.
Relate their sensory and emotional experiences back to the concept of Taha hinengaro within Whare Tapa Whā.

Materials

Safe natural area in or near the school (ngahere/forest or garden area)
A small, soft object or natural item for mindful holding (e.g., pinecone, smooth leaf)
Mindfulness bell or soft chime (optional)
Chart paper/whiteboard to record key words students share
Sensory chart with icons for sight, sound, smell, touch, taste

Lesson Structure

1. Introduction & Setting the Scene (10 minutes)

Gather students in a circle and briefly recap Whare Tapa Whā walls focusing on Taha hinengaro (mental/emotional health).
Introduce the concept of mindfulness as paying close attention to "right now" experiences using their senses.
Explain today's plan: a mindful walk and sensory exploration in the ngahere to notice their thoughts, feelings, and body sensations.

Teacher script example:
“Today, we are going to slow down and notice all the things we can see, hear, smell, touch, and maybe even taste in the ngahere. This will help us understand how being in nature helps us feel calm and happy—this is what we call Taha hinengaro.”

2. Mindful Sensory Walk in the Ngahere (30 minutes)

Lead a slow walk into the ngahere area, encouraging students to use all five senses.
Pause at several spots for short sensory mindfulness activities (2-3 mins each):
- Sight: “Look closely at the colors and shapes of leaves, trees, sky.”
- Sound: “Close your eyes and listen carefully to the sounds around you.”
- Smell: “Take a gentle breath in—can you smell the earth, leaves, flowers?”
- Touch: “Hold this leaf or pinecone carefully. What does it feel like?”
- Taste: If appropriate/safe, taste a petal or herb (teacher pre-checks and supervises).
Use mindful breathing or a bell to guide quiet moments.
Encourage whispering or silent expression to keep calm and focus.

3. Reflection & Sharing Circle (15 minutes)

Sit back in a circle in a sheltered spot or back in the classroom.
Facilitate a group discussion with guiding questions:
- “What did you notice with your senses?”
- “How did being in the ngahere make you feel inside your head and heart?”
- “Can nature help us calm down when we feel worried or upset?”
Record key words on chart paper (e.g., calm, happy, quiet, safe, soft, fresh).
Link their experiences to Taha hinengaro, explaining how our mind feels wellbeing when we connect with nature.

4. Closing Mindfulness Activity & Reinforcement (5 minutes)

Lead a brief whole-class mindfulness activity seated, focusing on breathing and imagining the peaceful ngahere surroundings.
Reinforce the learning with a simple sentence stem: “When I am in the ngahere, I feel ______.” Students complete verbally or with a picture/drawing.
Remind students that they can use these mindfulness and sensory strategies anytime they feel overwhelmed.

Assessment & Evidence of Learning

Teacher observes student participation and ability to focus during mindfulness and sensory activities.
Students can verbally share or illustrate their sensory experiences and feelings, demonstrating connection to Taha hinengaro.
Use oral language scaffolds aligned with English curriculum expectations for Years 0-2 (simple descriptive sentences, use of comparative language).
Anecdotal notes on students’ understanding and use of calm/cope strategies in relation to nature.

Teaching Considerations

Maintain a calm, gentle tone and pace suitable for young learners.
Use clear, simple language and visual supports to explain mindfulness and wellbeing.
Allow flexible timings for sensory activities depending on student engagement and weather conditions.
Ensure safety in the outdoor area with adequate adult supervision.
Incorporate te reo Māori terms to strengthen cultural connections (e.g., ngahere, Taha hinengaro, Whare Tapa Whā, ngā whatu (eyes), ngā taringa (ears)).

Reflection for Next Lesson

Gather student feedback or simple reflections on what they enjoyed or learned to inform the final lesson in the unit (focus on integrating all four walls of the Whare Tapa Whā).
Plan potential adaptations for diverse learning needs and multi-sensory engagement.

This lesson plan integrates New Zealand’s curriculum refresh emphasis on holistic wellbeing, bicultural knowledge, and developmentally appropriate, experiential learning for young students in a natural setting, encouraging mindfulness and emotional literacy grounded in the ngāhere environment .

Teaching Instructions