Te Tautohe Huarahi Pai

Overview

Lesson 9 of 10 in Ngā Ara o Tangata Moana. Students evaluate possible migration routes by weighing distance, weather, resources and safety, then collaborate to select and justify the most suitable route in te reo Māori.

Learning intentions

• WALT use te reo Māori to discuss possible migration routes.
• WALT compare routes using evidence about distance, weather, resources and safety.
• WALT give reasons and express opinions using phrases such as nā te mea, ki ōku whakaaro and he pai ake.
• WALT listen respectfully, contribute ideas and reach a group decision.

Success criteria

• I can describe advantages and disadvantages of a route.
• I can give a reason using nā te mea.
• I can express an opinion using ki ōku whakaaro or he pai ake.
• I can help my group choose and justify one route.

Curriculum links

• Oral language: speaking, listening, questioning and responding in te reo Māori for a meaningful purpose.
• Reading and viewing: interpreting maps, route information and visual clues.
• Writing: recording ideas and constructing a short evidence-based justification.
• Key competencies: managing self, relating to others, participating and contributing, and thinking.

Lesson structure (60 minutes)

1. 0–7 min – Reconnect and hook Display a simple map showing three possible routes across Te Moana-nui-a-Kiwa. Open with the migration-route hook and lesson introduction and ask: Ko tēhea te huarahi pai? He aha ai? Invite quick predictions, then revisit the unit context: He aha ngā mea hei whakaaro mā te tangata haere?

2. 7–17 min – Teach the language for evaluation Model the four decision factors: te tawhiti (distance), te āhua o te rangi (weather conditions), ngā rawa (resources) and te haumaru (safety). Teach and rehearse:

• Ki ōku whakaaro, he pai ake te huarahi A.
• He pai ake tēnei huarahi nā te mea he poto ake.
• Kāore pea tēnei e pai nā te mea he kino te āhua o te rangi.
• He haumaru ake / he tawhiti ake / he pai ake ngā rawa.

Use the language-model slides for visuals and choral repetition. Students practise one sentence with a partner, changing the factor or route.

3. 17–22 min – Explain the group challenge Arrange 35 students into six mixed-ability groups of five or six. Each group receives the route information and completes the route evaluation and justification worksheet. Explain that groups must compare all three routes, record evidence for each factor, select one route and prepare a 30-second justification. Allocate roles such as reader, map analyst, recorder, language monitor and speaker; students may share roles in groups of six.

4. 22–40 min – Collaborative route evaluation Groups study the map and route descriptions, discussing each factor in te reo Māori as much as possible. Circulate and prompt with:

• He aha te tawhiti?
• Ka pēhea te āhua o te rangi?
• He aha ngā rawa kei reira?
• He haumaru tēnei? He aha ai?

Revisit the group-task instructions and discussion prompts if groups need clarification. Record useful language on the board, including nā te mea, engari, he pai ake and ki ōku whakaaro.

5. 40–51 min – Group decisions and presentations Each group finalises its choice and writes two or three supporting sentences on the worksheet. Groups present in turn: Ki ō mātou whakaaro, he pai ake te huarahi __ nā te mea __. He haumaru ake / he poto ake / he pai ake ngā rawa.

After each presentation, invite one audience question or response: He aha ai? or E whakaae ana koe? Encourage students to identify whether the speaker used evidence and a reason.

6. 51–57 min – Compare and reflect Ask students to silently consider whether their group’s route was the strongest and whether another group made a convincing argument. Use the comparison and reflection prompts to discuss: He aha te mea nui rawa—te tawhiti, te rangi, ngā rawa, te haumaru rānei? Emphasise that a good decision considers several factors, not just the shortest distance.

7. 57–60 min – Individual exit check Finish with the Success Criteria exit ticket slips. Students complete one slip by writing a sentence using nā te mea and naming the route they think is best. Collect slips as students leave.

Resources

• the migration route discussion and activity deck
• the route evaluation and justification worksheet
• Large map showing three possible migration routes
• Route information cards or teacher-prepared descriptions
• Whiteboard and markers
• Six sets of pencils or highlighters
• Timer
• the Success Criteria exit ticket slips

Assessment

• Listen for accurate use of nā te mea, ki ōku whakaaro and he pai ake during partner and group talk.
• Check worksheets for comparison of all four factors, a clear group decision and supporting evidence.
• Use presentations and exit slips to assess whether students can justify an opinion in te reo Māori.

Differentiation

• Provide a word bank with picture cues and sentence frames: Ki ōku whakaaro…, He pai ake… nā te mea…, Kāore e pai nā te mea…
• Allow students needing support to rehearse orally with a partner before writing; accept labelled notes, drawings or a dictated sentence as evidence.
• Pair confident speakers with learners who need language support, while ensuring every student has a speaking or recording role.
• Extend Year 6 learners by requiring comparison of two factors in one sentence using engari: He poto ake, engari kāore pea e haumaru.