Te Whakamātau i te Whakatere

Overview

Ko tēnei te akoranga tuawaru o te 10 i te waeine Ngā Ara o Tangata Moana. Ka whakamahere, ka whakahaere hoki ngā ākonga i tētahi tūhuratanga pūtaiao hei whakataurite i te nekehanga o ngā hoahoa waka rerekē i runga i te wai, ā, ka tuhi i ngā matapae, kitenga me ngā hua ki te reo Māori.

Learning intentions

• WALT whakamātau i te āhua o ngā waka me tō rātou nekehanga i runga i te wai.
• WALT hanga matapae, kohikohi kitenga, ka whakataurite i ngā hua.
• WALT whakamahi i te reo pūtaiao ki te kōrero me te tuhi.
• WALT mahi ngātahi hei whakahaere i tētahi tūhuratanga haumaru, tika hoki.

Success criteria

• I can make a prediction and give a reason using ki ōku whakaaro… nā te mea…
• I can identify the waka i tere rawa, i haere tika rānei, me te tuhi i ngā kitenga ki te ripanga.
• I can use pūtaiao vocabulary such as waka, whakatere, neke, tere, pōturi, taumaha, māmā, taurite, āhua and hua.
• I can explain what my group discovered and suggest one improvement.

Curriculum links

• Te tūhura i te ao tūroa: observing, questioning, predicting and investigating natural and physical phenomena.
• Te whakaoti rapanga me te whakamahi i ngā raraunga: recording, comparing and communicating results.
• Te whakamahi i te reo Māori: listening, speaking, reading and writing for a meaningful purpose.
• Te mahi ngātahi me te manaaki: sharing responsibilities, participating respectfully and reflecting on learning.

Lesson structure (60 minutes)

1. 0–7 min – He whakaohooho: ko tēhea te waka ka tere? Open with the opening question and waka images. Show two or three simple waka designs and ask: Ko tēhea te waka ka tere rawa? He aha ai? Students think, pair and share, then learn that today they will test their ideas.

2. 7–15 min – Te reo me te aronga pūtaiao Teach and rehearse the vocabulary: hoahoa, matapae, tūhuratanga, kitenga, hua, tere, pōturi, neke, taurite, taumaha, māmā, whakatere. Model sentence frames: Ko taku matapae…; I kitea e au…; Ko te waka i tere rawa…; Nā te mea… Use the vocabulary and sentence-frame slides and briefly discuss a fair test: change the waka design, but keep the waterway, starting point and push as consistent as possible.

3. 15–20 min – Whakarite rōpū me te haumaru Place students in seven groups of five. Allocate roles: kaiwhakahaere rawa, kaiwhakarewa waka, kaituhi, kaitiaki wā and kaikōrero. Hand out the group role cards and explain that roles may be shared or rotated. Review safety: walk around water, wipe spills immediately, and keep water away from electrical equipment.

4. 20–25 min – Matapae me te whakamahere Distribute the waka investigation recording sheet. Each group examines the available waka designs, records a prediction and gives a reason. Groups decide what they will observe, such as distance travelled, time taken, straightness or whether the waka tips. Remind students to use a consistent starting line and similar-sized pushes.

5. 25–43 min – Whakahaerehia te tūhuratanga Groups test each design at least twice, recording observations and results in the table. The teacher circulates, prompting: He aha tā koutou ine? He aha ngā mea me pupuri kia ōrite? He aha te kitenga? Students use the sentence frames and vocabulary on the investigation instructions and observation prompts. If a test is unclear, groups repeat it and note the reason.

6. 43–53 min – Whakataurite me te whakamārama Groups review their results and identify patterns. They complete the worksheet conclusion: Ko te waka tino pai mō tō mātou whakamātau ko… and Ki ō mātou whakaaro, nā te… Each group prepares a one-minute report including its prediction, key result and whether the prediction was supported. Display the results discussion prompts.

7. 53–60 min – Tuku kōrero me te aromatawai Invite several groups to share, ensuring different designs and findings are represented. Students listen for similarities and differences between results. Finish with an individual oral or written response: He aha tētahi mea i ako au mō te whakatere waka? He aha tētahi mea ka whakarerekē au ā muri ake? Collect the completed worksheets as evidence.

Resources

• the Ngā Ara o Tangata Moana investigation slide deck
• the waka investigation recording sheet
• Simple waka models with clearly different designs, such as wide, narrow, long and short
• Shallow water trays or containers
• Water, towels and wipe-clean starting lines
• Rulers or tape measures and stopwatches
• Pencils, clipboards and group equipment trays
• the group role cards

Assessment

• Listen for accurate use of prediction, observation and comparison language during group discussion.
• Check worksheets for a recorded prediction, consistent observations, results and a conclusion linked to evidence.
• Use group reports to assess whether students can communicate a finding and explain a possible reason.

Differentiation

• Provide illustrated vocabulary, sentence frames and a completed example table for students needing language or writing support.
• Pair developing speakers with supportive peers and accept oral recording of ideas before writing.
• Allow students who need sensory or physical support to take roles such as kaituhi, kaitiaki wā or kaikōrero, and provide a stable testing position.
• Extend confident students by asking them to calculate an average time or distance, identify limitations in the test, or design an improved waka and justify the changes.