The Two Waters

Overview

Lesson 2 of 6 in Te Ara o te Hau. Students compare the open coastal waters of the Tasman Sea and Kāwhia Harbour with the narrower Waipā and Mōkau rivers, then justify why different waka designs and energy sources suited each environment.

Learning intentions

• WALT locate important waterways in and around Te Rohe Pōtae.
• WALT compare coastal and inland waterways using geographical evidence.
• WALT explain how waka hourua and waka tīwai adapted to different conditions.
• WALT communicate a justified conclusion using appropriate historical and geographical vocabulary.

Success criteria

• I can locate the Tasman Sea, Kāwhia Harbour, Waipā River and Mōkau River.
• I can describe at least two differences between open coastal and inland river conditions.
• I can explain why a wide waka hourua with sails suited coastal waters.
• I can justify why a narrow, muscle-driven waka tīwai suited rivers.

Curriculum links

• Understand how people, places and environments influence one another.
• Understand how Māori adapted technologies and practices to local environments.
• Use historical and geographical inquiry: ask questions, interpret evidence, and communicate conclusions.
• Manaakitanga, collaboration and participation through respectful kōrero and shared decision-making.

Lesson structure (45 minutes)

1. 0–5 minutes – Hook and prior knowledge Open with the opening waterway challenge slide showing two contrasting images: a rough open sea and a narrow winding river. Ask: “Would the same waka work safely in both places? Why or why not?” Students make a quick individual prediction, then share with a partner.

2. 5–12 minutes – Locate the waterways Use the Te Rohe Pōtae map slides and a large projected or printed map to locate the Tasman Sea, Kāwhia Harbour, Waipā River and Mōkau River. Students label the same places on the waterway comparison worksheet. Clarify that Kāwhia Harbour connects inland waterways and coastal waters, making it an important place for movement and exchange.

3. 12–20 minutes – Compare the environments Display the water conditions comparison slides. In mixed-ability pairs, students complete the first section of the worksheet, comparing width, waves, wind, current, depth, bends and likely hazards. Prompt them to use evidence rather than simply saying “easy” or “hard”. Sentence starters include: “The Tasman Sea is likely to…”, “In contrast, the Waipā River…”, and “This would matter because…”.

4. 20–29 minutes – Investigate waka adaptations Use the waka design teaching slides to introduce the broad features of a waka hourua and a waka tīwai. Explain that a wide waka hourua with rā sails provided stability and used wind energy in open coastal waters, while a narrower waka tīwai was easier to steer through river bends and relied on paddlers for controlled movement. Students match each design feature to a water condition on the worksheet.

5. 29–38 minutes – Waka decision challenge Pairs complete the decision task on the waka choice and justification section: choose the most suitable waka and energy source for each waterway. They must provide at least two reasons, including one environmental condition and one design or energy feature. Invite pairs to present their answer in an engaging format, such as a 30-second “waka safety briefing”, a labelled sketch, or a short news report. Reinforce the class values of Manaaki, Aroha, Niwha and Atamai through respectful listening and thoughtful reasoning.

6. 38–45 minutes – Share, assess and reflect Invite three or four pairs to share different decisions. Use the plenary comparison slide to revisit the opening question and ask: “What would happen if we used a wide sailing waka on a narrow, winding river?” Students complete the final reflection on the worksheet: one waterway difference, one waka adaptation, and one justified choice. Collect responses for assessment.

Resources

• the Two Waters teaching deck
• the waterway comparison worksheet
• Large map of Te Rohe Pōtae, including coastal and inland waterways
• Projector or interactive display
• Pencils, coloured pencils and rulers
• Optional images of waka hourua, waka tīwai, harbour and river environments
• Whiteboard for recording useful vocabulary and student reasoning

Assessment

• Observe pair discussions and map labelling for accurate location of the four key waterways.
• Check the comparison chart for relevant differences, such as waves, wind, width, current and bends.
• Use the final justification to assess whether students connect water conditions with waka design and energy source.

Differentiation

• Provide a large, clearly labelled map, enlarged images and a visual comparison chart for students who need stronger visual support.
• Use mixed-ability pairs and sentence starters: “The best waka for ___ is ___ because…”, “The water is…”, and “The paddlers/sails would…”.
• Read worksheet instructions aloud, allow oral recording of explanations, and pre-teach words such as coastal, inland, current, stability, steer and adaptation for EAL and literacy support.
• Extension: students annotate a map with likely hazards, wind direction and the most efficient waka for each waterway, explaining how conditions could change their decision.