Te Mahere me ngā Tohutohu

Overview

Lesson 4 of 10 in Ngā Ara o Tangata Moana. Students use maps to locate Aotearoa and selected Pacific places, interpret common map symbols, practise compass directions, and give and follow oral navigation instructions in pairs.

Learning intentions

• WALT use a map to locate Aotearoa and places in Te Moana-nui-a-Kiwa.
• WALT understand and use basic compass directions in te reo Māori.
• WALT give clear oral instructions and listen carefully to follow a route.
• WALT connect maps and navigation with the journeys of tangata moana.

Success criteria

• I can locate Aotearoa and at least two Pacific places on a map.
• I can use ngā tohutohu matua: raki, rāwhiti, tonga and uru.
• I can give a partner clear instructions using haere, huri and a direction.
• I can follow oral instructions and explain where I ended up.

Curriculum links

• Te reo Māori communication: listening, speaking and responding appropriately in familiar situations.
• Te reo Māori language knowledge: using vocabulary, sentence patterns and pronunciation to communicate meaning.
• Social sciences: understanding people, places, environments and the relationships between tangata and the Pacific.
• Tikanga and identity: recognising Aotearoa as part of Te Moana-nui-a-Kiwa and valuing mātauranga Māori about journeys and navigation.

Lesson structure (60 minutes)

1. 0–7 min – Welcome and hook Open with the opening map hook. Ask: “Me pēhea tātou e mōhio ai kei hea tātou, mēnā kāore he tohu rori?” (“How would we know where we are if there were no road signs?”) Invite students to share how maps, stars, landmarks or directions help people travel. Introduce the lesson title and learning intentions.

2. 7–17 min – Locate and discuss Display the Pacific map and symbol teaching slides. On a large map, identify Aotearoa, Te Moana-nui-a-Kiwa, and two or three Pacific places such as Rarotonga, Sāmoa and Tonga. Model: “Ko Aotearoa kei te tonga o Sāmoa.” Students repeat and use the map to point to each place. Briefly acknowledge that Pacific peoples have long used detailed knowledge of the ocean, stars, winds and landmarks to navigate.

3. 17–27 min – Vocabulary and map symbols Teach and practise:

• raki – north
• rāwhiti – east
• tonga – south
• uru – west
• kei runga – above/north of
• kei raro – below/south of
• kei te taha o – beside/next to
• huri ki te – turn to the

Use the compass and map-symbol slides to model a compass rose and simple symbols for whenua, moana, maunga and tāone. Students rehearse with gestures, then complete the first section of the map-reading and navigation worksheet by matching symbols and directions.

4. 27–37 min – Teacher modelling and guided practice Model a route on the worksheet map: “Tīmata ki te waka. Haere ki te raki. Huri ki te rāwhiti. Kua tae koe ki te maunga.” Think aloud about listening for the direction word and checking each move. Students practise in pairs: one student gives a short route while the other traces it with a finger. Pause to correct pronunciation and clarify that huri ki te means “turn towards”.

5. 37–52 min – Pair navigation challenge Refer to the pair challenge instructions. In pairs, Student A chooses a starting symbol and gives three or four oral instructions using the map. Student B follows the route without looking at A’s finger and identifies the destination. Students swap roles and complete two routes on the map-reading and navigation worksheet. Encourage full sentences, for example: “Haere ki te uru. Huri ki te tonga. Kua tae koe ki te tāone.” Circulate, listen for accurate direction words, and support pairs as needed.

6. 52–60 min – Share, assess and reflect Show the plenary prompts. Invite two pairs to demonstrate a route and ask the class: “He aha te tohutohu matua?” and “I pēhea te mōhio ki te wāhi whakamutunga?” Students complete the Success Criteria exit ticket slips, identifying the criteria they achieved and writing one direction sentence. Collect the slips and close with a brief karakia or acknowledgement of the learning.

Resources

• the map, compass and navigation instruction slide deck
• the map-reading and navigation worksheet
• the Success Criteria exit ticket slips
• Large Pacific map or projected map of Te Moana-nui-a-Kiwa
• Whiteboard and markers
• Pencils and coloured pencils
• Optional classroom compass
• Clear space for students to point, gesture and practise routes

Assessment

• Observe pair talk for accurate use of raki, rāwhiti, tonga and uru, clear pronunciation, and complete oral instructions.
• Check the worksheet for correct identification of Aotearoa, Pacific places, symbols and routes.
• Use the exit tickets to identify students who can independently give a direction sentence and those needing further modelling.

Differentiation

• Provide a direction-word mat with icons and sentence frames: “Haere ki te ___.” “Huri ki te ___.” “Kua tae koe ki te ___.”
• Pair students strategically; allow students needing support to trace routes with a finger or use a coloured route before giving instructions orally.
• Reduce the route to two instructions for students who need a smaller step; repeat directions slowly and allow rehearsal before speaking.
• Extend confident students by requiring four or five instructions, two turns, and a location sentence using kei te raki o, kei te tonga o or kei te taha o. Use gesture, visuals and peer modelling to support English-language learners and students with communication or working-memory needs.