Protecting Orcas Together

Overview

In this final lesson of the Orca — Tohorā unit, tamariki use what they have learned about orcas and their environment to design a simple way people can help protect them. They will connect an orca’s needs—food, clean water, space and safety—with caring actions that show kaitiakitanga.

Learning intentions

• WALT identify what orcas need to live.
• WALT explain how people’s actions can help or harm orcas.
• WALT design and share one way to protect orcas.
• WALT listen to and build on other people’s ideas.

Success criteria

• I can name at least two things an orca needs.
• I can describe one danger or problem for orcas.
• I can draw or make a plan that helps protect orcas.
• I can explain my idea to others using words, pictures or actions.

Curriculum links

• Biological Science — how organisms meet their needs: identifying the needs of an animal in its environment.
• Biological Science — relationships in an ecosystem: noticing that animals, people and the environment are connected.
• Ecosystem interactions — communicating actions that support kaitiakitanga, such as reducing rubbish and caring for waterways.
• Science capabilities — noticing, asking questions, sharing ideas and communicating an explanation.

Lesson structure (45 minutes)

1. 0–5 min · Reconnect and wonder. Teacher displays an image of an orca in the ocean and opens the hook and learning intention slides. Ask: “What would an orca need to stay healthy and safe?” Students turn and talk, then share ideas such as food, clean water, family, space and quiet places. Record responses with simple words or drawings.

2. 5–12 min · What helps and what harms? Teacher uses the needs and problem-picture slides to show child-friendly examples: rubbish in the sea, noisy boats, clean beaches, safe fishing practices and people caring for waterways. Explain that people are part of the environment and our choices can help or harm living things. Students show thumbs up, sideways or down for each action and briefly explain their thinking. Reinforce that we do not need to solve every ocean problem today; we are looking for one helpful action.

3. 12–17 min · Model a design. Teacher models a simple “Orca Helper” idea, such as a beach rubbish bin with a picture sign. Think aloud: “The problem is rubbish. Rubbish can make the sea unsafe. My idea is a bin and a sign. It helps because people can put rubbish in the bin.” Show the model example on the design-model slide. Introduce the word kaitiakitanga as caring for the natural world and taking responsibility for it.

4. 17–30 min · Design an Orca Helper. Teacher places students in five groups of five and distributes the Orca Helper design sheet. Read each section aloud: “What is the problem?”, “What is your helping idea?”, “Draw it”, and “How will it help the orca?” Students choose one focus—clean water, less rubbish, safer boats, protecting food sources or caring for the beach—and create a labelled drawing. Adults support groups to share materials, listen to every idea and record children’s words where needed.

5. 30–38 min · Improve the idea. Teacher pauses groups and asks: “What does your orca need?” and “How will your idea help?” Students explain their design to another group. Visiting students give one warm comment (“I like…”) and one helpful question (“Could you also…?”). Groups make one small improvement to their drawing, labels or explanation. Teacher photographs or collects designs for a class display.

6. 38–45 min · Share and reflect. Teacher returns to the sharing and reflection slides and invites three or four groups to present. Students listen for the need being protected and respond with a quiet clap or hand signal. Complete an oral exit round: each student says or points to one action people can take to help orcas. Finish by affirming that caring actions, even small ones, contribute to kaitiakitanga.

Resources

• One slide deck covering the hook, learning intention, orca needs, helpful and harmful actions, model design, instructions and reflection
• One Orca Helper design worksheet per student or group
• Images of orcas, clean waterways, rubbish, boats and beaches
• Pencils, crayons, felt-tip pens and erasers
• A3 paper or chart paper for group designs
• Word and picture cards: orca, food, water, safe, rubbish, boat, beach, help
• Whiteboard and markers
• Optional toy orca, soft toy or ocean photograph for the opening

Assessment

• During discussion, listen for students identifying genuine needs of an orca and distinguishing helpful from harmful actions.
• Confer with groups during design work: ask students to explain the problem, their action and how it supports the orca’s needs.
• Use the final oral exit round to check whether each student can identify one practical caring action. Record children who need further support explaining the connection between an action and an animal’s wellbeing.

Differentiation

• Provide picture choices and sentence starters: “An orca needs ___.” “The problem is ___.” “We can help by ___.” Accept pointing, drawing, home-language discussion or oral recording before written work.
• Scribe children’s explanations and allow adults or peers to read the worksheet questions aloud. Use mixed-ability groups with clear roles such as illustrator, materials helper, speaker and idea collector.
• For students ready for more challenge, ask them to include two connected actions or explain how their design could help other sea animals as well as orcas.
• Be mindful that some students may have limited experience of the ocean or may feel worried by environmental problems. Keep examples hopeful, focus on actions people can take, and offer a quiet alternative to presenting to the whole class.