Ngā Tohu o te Taiao

Overview

Lesson 3 of 10 in Ngā Ara o Tangata Moana. Students investigate how winds, waves, currents, birds and ocean life can provide environmental navigation signs, then describe observations in simple, accurate te reo Māori.

Learning intentions

• WALT identify environmental signs that can support navigation.
• WALT use te reo Māori to describe movement and observations.
• WALT listen, speak and respond in pairs and groups.
• WALT connect traditional knowledge with careful observation of te taiao.

Success criteria

• I can name at least four environmental navigation signs.
• I can use a sentence such as Kei te pupuhi te hau.
• I can describe movement using E rere ana te manu ki…
• I can share an observation clearly and respectfully.

Curriculum links

• Understanding and communicating ideas about people, places and the natural environment in te reo Māori.
• Developing listening, speaking, reading and writing through meaningful contexts.
• Using language patterns and vocabulary to describe actions, direction and location.
• Valuing mātauranga Māori, observation, cooperation and responsible relationships with te taiao.

Lesson structure (60 minutes)

1. 0–7 minutes – Whakawhanaungatanga and hook Welcome students and revisit the unit question: Me pēhea te tangata moana e kimi ara ai? (“How might a person of the ocean find their way?”). Open with the opening ocean image and inquiry question. Show an image of a waka at sea and ask students to silently notice signs in the environment, then share one idea with a partner.

2. 7–17 minutes – Introduce vocabulary and patterns Use the vocabulary and sentence-pattern slides to teach or revisit: te hau (wind), ngā ngaru (waves), te ia (current), te manu (bird), ngā ika (fish), te aihe (dolphin), te moana (ocean), ki te raki (north), ki te tonga (south), ki uta (towards land) and ki tai (towards the sea). Model and chorally practise:

• Kei te pupuhi te hau.
• Kei te pakaru ngā ngaru.
• E rere ana te manu ki uta.
• E kauhoe ana ngā ika ki tai.

Clarify that kei te… describes what is happening or a state, while e… ana describes an action in progress.

3. 17–27 minutes – Guided observation Display the five environmental signs on the observation slides. For each image, ask: He aha tēnei? (What is this?), He aha tana mahi? (What is it doing?), and He aha te tohu? (What might it indicate?). Students first think, then practise one complete sentence with a partner. Accept developing responses, recast accurately, and invite Year 5–6 students to add a direction or location.

4. 27–43 minutes – Group investigation Arrange 35 students into seven groups of five. Distribute the environmental navigation investigation sheet. Each group studies five photographs or illustrations shown on the slides and records: the environmental sign, what they observe, a possible message for a navigator, and one sentence in te reo Māori. Rotate roles so everyone contributes: reader, speaker, writer, vocabulary checker and reporter. Circulate and prompt with He aha tāu e kite ana? and Kei hea? Use the group-task instructions and discussion prompts to keep groups focused.

5. 43–53 minutes – Group sharing Each group selects its clearest observation and presents it. The reporter says the sentence in te reo Māori; another student explains in English or te reo Māori what the sign might tell a navigator. The class listens for the environmental sign, the action word and any direction. Display the sharing and listening prompts and invite respectful responses such as He pai tō kōrero or He pātai tāku…

6. 53–60 minutes – Consolidation and exit check Revisit the inquiry question and ask students to complete orally: Ko tēhea tohu te mea tino whai hua? He aha ai? Finish with the Success Criteria exit ticket slips. Students record one environmental sign, one sentence pattern they can use, and a short reflection on how observation helps navigation. Collect slips as students leave.

Resources

• the Ngā Tohu o te Taiao slide deck
• the environmental navigation investigation sheet
• the Success Criteria exit ticket slips
• Projector or interactive screen
• Images or illustrations of winds, waves, currents, birds and ocean life
• Whiteboard and markers
• Pencils and colouring tools
• Group tables or spaces for seven groups

Assessment

• Listen for accurate use of Kei te… and E… ana, relevant vocabulary and understandable pronunciation during pair and group practice.
• Check group worksheets for identification of environmental signs, observation details and meaningful navigation interpretations.
• Use exit tickets to identify students needing further support with vocabulary, sentence structure or directional language in the next lesson.

Differentiation

• Provide a visible word bank, picture cues and sentence frames: Kei te ___ te ___ and E ___ ana te ___ ki ___.
• Allow students needing support to rehearse with a confident partner, draw their observation first, or present jointly with another student.
• Extend Year 5–6 students by asking them to give a reason using nā te mea (“because”), compare two signs, or include a direction.
• For EAL and students with additional learning needs, use gestures, repeated modelling, wait time, oral rehearsal and the option to record or dictate responses.