Taonga of Sea and Bush

Overview

In this 45-minute science lesson, students notice Aotearoa taonga from coastal and bush habitats, move to make a quick choice, and begin colouring a shared mural image. It introduces the idea that living things belong in particular surroundings; students complete the mural and explore each taonga through observation, movement, talk, and colour.

Learning intentions

• WALT identify a living taonga from the sea or bush.
• WALT notice how an organism is connected to its surroundings.
• WALT share an observation through movement, talk, and colour.
• WALT show care for Aotearoa’s living taonga.

Success criteria

• I can name or point to a taonga from the sea or bush.
• I can move to show my choice.
• I can add colour or a detail to our taonga mural.
• I can say one thing I notice about where it lives.

Curriculum links

• Biological Science — Discovering life: plants exist in many forms, including trees, ferns, grasses, and seaweeds.
• Biological Science — Where and how organisms live: students observe and describe how organisms interact with their surroundings.
• Geography — Coastal environments and wildlife: coastal habitats support birds and animals adapted to life near the sea.
• Science capabilities and local curriculum: observing, sharing ideas, and caring for living things in Aotearoa.

Lesson structure (45 minutes)

1. 0–8 min · Hook. Teacher opens the taonga hook slide showing a striking split image of a rocky shore and native bush, then asks, “Which taonga might live here?” Students look closely and make a silent prediction.

2. 8–16 min · Notice and name. Teacher briefly plays the short taonga video clip or shows the still image if technology is unavailable, naming one sea taonga and one bush taonga, such as a kororā and a ruru. Students repeat one name or point to their chosen image.

3. 16–26 min · Move to choose. Teacher points to the sea and bush sides of the room, displays the movement-choice slide, and says, “Move carefully to the place where your taonga lives.” Students walk, rather than run, to the sea or bush sign and freeze like their chosen animal or plant.

4. 26–38 min · Colour and contribute. Teacher gives each student one prepared section of the taonga colouring and mural sheet and says, “Add colour or one detail that helps your taonga live there.” Students colour at tables or on the floor, then place their piece in the class mural.

5. 38–45 min · Share and close. Teacher returns to the closing discussion slide and asks two students, “What did you choose, and where does it live?” Students use the frame, “I chose ____. It lives in the sea/bush,” while the class responds, “Tiakina ngā taonga” — care for the treasures.

Resources

• the taonga hook, video, movement-choice, and closing slides
• the taonga colouring and mural sheet
• Projector or interactive whiteboard
• One short, age-appropriate video clip of Aotearoa sea or bush wildlife
• Sea and bush signs for opposite sides of the room
• Crayons or colouring pencils
• Blu Tack, tape, or glue for assembling the mural
• Clear floor space and a timer

Assessment

• During the movement choice, check whether students can connect a taonga with the sea or bush habitat.
• Listen for students naming, pointing to, or describing an organism and its surroundings.
• Use the closing sentence frame as a rapid oral exit check; photograph the unfinished mural for follow-up evidence.

Differentiation

• Support oral language with photographs, gestures, repeated names, bilingual labels, and the sentence frame. Accept pointing, signing, home-language responses, or drawing instead of spoken English.
• Provide pre-cut, larger mural sections, thicker crayons, and a seated colouring option for students with fine-motor, sensory, mobility, or attention needs.
• Keep movement safe and predictable: model walking and freezing, allow students to remain beside an adult, and offer a choice of sea or bush without requiring public speaking.
• Extension: invite confident students to add a feature showing how their taonga lives there, such as wings for flying, roots for growing, or rocks for clinging, and explain their idea to a partner.