Takutai Moana Raraunga

Overview

In this lesson, students explore takutai moana contexts and practise measuring and talking about weight and length using simple, meaningful statements in Te Reo Māori. The lesson builds on earlier oral practice by adding clear listening moments and student talk using pātai and kōrero hāngai tonu.

Learning intentions

• WALT use simple Te Reo Māori phrases to kōrero about measurements of weight and length.
• WALT listen attentively and respond to class and pair questions about measurement.
• WALT produce simple, relevant questions and answers (pātai hāngai tonu) during measurement activities.
• WALT compare measurements (e.g., heavier/lighter, longer/shorter) using agreed sentence frames.

Success criteria

• I can say a simple sentence using: “He … te roa” or “He … te taumaha”.
• I can ask or answer a question about a measurement using a sentence starter.
• I can listen to others and respond appropriately when it is my turn.
• I can record a measurement with a number and unit (cm or g) using a neat chart.

Curriculum links

• Te Reo Māori Taumata 2: He mārama āna tuhinga.
• Te Reo Māori Taumata 2: Ka mōhio he wā anō ki te kōrero ki tētahi, he wā anō ki te whakarongo.
• Te Reo Māori Taumata 2: Ka whakaputa pātai noa, pātai hāngai tonu.
• Te Reo Māori Taumata 2: Ka whakaputa kōrero noa ki ōna hoa.
• Te Reo Māori Taumata 2: Ka tipu haere tonu te puna kupu me ōna āhuatanga katoa.

Lesson structure (45 minutes)

1. 0–5 min · Karakia tīmatanga + wānanga poto. Teacher greets students in Te Reo Māori and asks: “Kei hea tātou ināianei?” Students reply with “Kei te takutai moana” (or “I konei kei te akomanga”).

2. 5–12 min · Whakaako kupu + tauira rerenga kōrero. Teacher displays a simple slide set (paper or PPT) with two columns: Roa (cm) and Taumaha (g), plus pictures of shells/seaweed and a “measuring” image. Students repeat after the teacher and practise:

• “He … henimita te roa.”
• “He … karamu te taumaha.”
• Comparison starters: “He roa ake” / “He poto ake”, “He taumaha ake” / “He māmā ake”.

3. 12–18 min · Pātai whakarongo (whole class). Teacher models a question then pauses for listening: “E hia henimita te roa o tēnei?” Students respond chorally with a placeholder number from the demonstration. Teacher reminds: “He wā kōrero, he wā whakarongo.”

4. 18–30 min · Mahi rōpū: ine roa (hands-on). Teacher sets up stations with rulers and 2–3 “moana objects” (e.g., seaweed strip, ribbon labelled as “korare/uea” style props, or paper “kūmara”? keep them as sea-themed). Each pair measures one object’s length in cm. Students record in their measurement chart and say to a partner: “He … henimita te roa.” Partner listens and checks, then asks one question using a frame: “He aha te roa?” or “E hia…?”

5. 30–37 min · Mahi rōpū: ine taumaha (hands-on). Teacher swaps to a second station using a balance scale (or spring scale) with shell-like props and small weight bags. Students weigh one item in grams (g). Students record and share: “He … karamu te taumaha.” Partner listens, then asks: “He taumaha ake, he māmā ake rānei?” using teacher-provided stems.

6. 37–42 min · Whakarite kōrero: whakataurite i te mutunga. Teacher brings class together and shows one student chart (anonymised). Students answer with sentence frames:

• “Ko te mea A he roa ake i te mea B.”
• “Ko te mea A he taumaha ake i te mea B.” Teacher prompts students to take turns speaking and listening.

7. 42–45 min · Putanga poto (exit ticket). Students complete a one-question slip:

• “Tīpakohia tētahi mea: He ___ henimita te roa, he ___ karamu te taumaha.” Teacher collects slips to check accuracy and language use.

Resources

• Slide deck or printed slide pages with two measurement headings: Roa (cm) and Taumaha (g)
• PPT or poster chart of sentence frames (visible to students)
• Rulers (cm) and measuring strips
• Balance scales or spring scale, weight bags labelled for grams
• Sea-themed objects/props (shells, seaweed strips, labelled paper pieces)
• Recording sheet: two columns for number + unit for each item
• Pair role cards: “Kai-pātai” (ask) and “Kai-whakarongo” (listen)
• Timer for station rotations
• Exit ticket slips

Assessment

• Teacher observation during pair stations: can students produce a relevant measurement sentence?
• Checklist for listening and turn-taking: do students wait, then respond appropriately?
• Exit ticket: written/recorded measurement sentence with correct unit (cm/g) and a number.

Differentiation

• Support: provide thicker sentence frames with word banks (roa/taumaha, henimita/karamu, heavier/lighter stems) and allow pointing to units on the chart.
• Support: pre-teach a limited set of question starters; students choose one rather than inventing.
• Extension: add a third comparison sentence using “ake/poto” or “māmā/taumaha” after the pair finishes both measurements.
• SEN/EAL: allow oral recording (teacher scribes) if writing is challenging; keep unit conversion off today’s focus—use only cm and g measured directly.

Lesson slides (PPT types to prepare)

• Slide 1: Takutai moana theme image + “Roa (cm) / Taumaha (g)”.
• Slide 2: Photo/illustration of measuring length with a ruler.
• Slide 3: Photo/illustration of weighing with a balance scale.
• Slide 4: Sentence frame wall chart (two lines) and comparison starters.
• Slide 5: Station reminder: “Kōrero mātou / Whakarongo mātou / Ine mātou”.
• Slide 6: Example completed measurement chart (model neatness for “He mārama āna tuhinga”).