Octopus in Our Waters

Overview

Students investigate octopuses as animals that live in coastal and ocean environments, with a focus on octopuses found in Aotearoa New Zealand waters. They compare different species, locate their habitats, and distinguish between scientific information and myths or traditional stories.

Learning intentions

• WALT identify features of octopuses and describe where they live.
• WALT compare different octopus species, including octopuses found in New Zealand waters.
• WALT explain that coastal and ocean environments support animals adapted to life near the sea.
• WALT distinguish between a fact, a belief, and a story or myth.

Success criteria

• I can name and describe at least two octopus species.
• I can show where New Zealand octopuses live and describe their habitat.
• I can use evidence to decide whether a statement is a fact or a myth.
• I can explain one way an octopus is adapted to ocean life.

Curriculum links

• Geography — identifying the seas and oceans around New Zealand.
• Geography — surrounding seas and oceans, including the Tasman Sea and Pacific Ocean / Te Moana-nui-a-Kiwa.
• Geography — coastal habitats supporting birds and animals adapted to life near the sea.
• Geography — coastal and ocean environments differ across Oceania; supports the Social Sciences capabilities of thinking, participating and contributing, and communicating.

Lesson structure (45 minutes)

1. 0–5 min · Hook: “Fact or myth?” Teacher displays three statements from the hook and fact-or-myth slides: “Octopuses have three hearts”, “Octopuses can change colour”, and “Octopuses can predict the future”. Students show thumbs up, sideways, or down, then briefly explain their thinking to a partner. Do not confirm every answer yet; explain that the class will investigate evidence.

2. 5–13 min · Direct teach: octopuses and habitats. Teacher uses the octopus features and habitat slides to introduce the terms octopus, species, habitat, coast, reef, rocky seafloor and adaptation. Explain that octopuses are molluscs with eight arms, soft bodies and no bones. Introduce wheke as the Māori name commonly used for octopus, and explain that names and stories may differ between communities. Students identify adaptations such as camouflage, suction cups, flexible bodies and jet propulsion.

3. 13–21 min · Compare species. Teacher presents photographs and simple maps in the species comparison slides. Introduce a New Zealand species such as the common octopus, Octopus vulgaris, and the New Zealand seven-arm octopus, Haliphron atlanticus; clarify that the “seven-arm” name is linked to one arm being modified and usually hidden in males. Briefly compare these with the giant Pacific octopus, which lives around the North Pacific rather than New Zealand. Students complete the first section of the octopus investigation worksheet, recording two similarities and two differences.

4. 21–32 min · Habitat investigation. Teacher revisits the New Zealand waters map and habitat prompt and points out that Aotearoa is surrounded by the Tasman Sea and Pacific Ocean / Te Moana-nui-a-Kiwa. Discuss likely habitats such as rocky reefs, shallow coastal waters, sandy or muddy seafloors, caves and spaces under rocks. Students work in five groups of five to match each octopus description or image on the worksheet with a suitable habitat, then justify one choice using the sentence frame: “This habitat suits the octopus because…”. Emphasise that different species live in different places and that habitats can be affected by pollution.

5. 32–40 min · Myths, stories and evidence. Teacher uses the myths and evidence discussion slides to share age-appropriate examples: giant sea-monster stories, beliefs that octopuses bring good or bad luck, and the idea that an octopus can see the future. Explain respectfully that myths and traditional stories can communicate values, identity or explanations, while a scientific fact is supported by observations or testing. Students classify four statements on the worksheet as “likely scientific fact”, “myth or belief”, or “story/question needing more evidence”. Invite groups to explain one decision without dismissing the cultural importance of stories.

6. 40–45 min · Plenary and exit check. Teacher reveals the hook answers using the answer and recap slides and asks students to share one new fact and one question. Students complete the worksheet exit response: “An octopus is suited to its habitat because…” and “One myth or belief I can now question is…”. Collect responses as students leave.

Resources

• the octopus geography and investigation slide deck
• the octopus investigation worksheet
• World map and map of Aotearoa New Zealand
• Projector or interactive whiteboard
• Printed photographs of New Zealand and overseas octopus species
• Pencils, coloured pencils and group folders
• Five sets of habitat images or descriptive cards

Assessment

• Listen during the hook and habitat discussion for accurate use of fact, myth, species and habitat.
• Check group explanations for a clear link between an octopus adaptation and its environment.
• Use the worksheet to assess species comparison, habitat understanding, and whether students can distinguish evidence-based information from myths or beliefs.

Differentiation

• Provide labelled pictures, a word bank and sentence starters such as “It lives near…” and “This helps it to…”.
• Pair students strategically and read worksheet instructions aloud; allow drawing, oral explanation or scribing for students who need writing support.
• For EAL learners, use gestures, real images and bilingual discussion where appropriate. Avoid presenting Māori knowledge as a single universal belief.
• Extension: advanced learners research an additional octopus species, explain how its habitat differs from a New Zealand species, and write one question scientists could investigate about its survival.