Traditional Māori Food

Overview

In this 45-minute lesson for Year 6 students, learners will explore the traditional Māori food sources prior to colonisation. Students will learn about hunting, fishing, and gathering, gaining an understanding of how these methods sustained Māori communities and their significance within Māori culture. This lesson aligns with the New Zealand Curriculum Refresh focusing on social sciences and te ao Māori perspectives, integrating key competencies and values.

Context in Unit: Life Before Colonisation (Lesson 3 of 5)

Curriculum Links

Social Sciences Learning Area (Years 5-6)

Achievement Objective:
Understand how people’s lives are shaped by their interaction with places and environments, and how environments influence people’s lives.
(Develop understanding of traditional Māori food gathering practices and their connection to New Zealand’s environment.)
Key Concepts:
- Continuity and Change
- Perspective
- Cause and Effect

Key Competencies

Thinking: Investigate and interpret information about traditional food sources from different sources, considering different perspectives.
Using Language, Symbols, and Texts: Communicate ideas through oral, written, and visual forms about Māori food sources.
Relating to Others: Share and discuss knowledge respectfully, acknowledging Māori cultural practices and perspectives.
Participating and Contributing: Work collaboratively to create shared learning resources.
Managing Self: Plan and complete tasks within the lesson timeframe.

Values

Respect for tikanga Māori and the environment
Integrity in representing traditional knowledge accurately
Diversity celebrating Māori heritage and food practices

Learning Objectives

By the end of this lesson, students will be able to:

Describe key traditional Māori food sources and acquisition methods (hunting, fishing, and gathering).
Explain the cultural significance of these food sources in Māori life.
Demonstrate collaboration and communication skills by sharing ideas and creating visuals showcasing food sources.

Resources

Pictures and illustrations of traditional Māori food sources (birds, fish, plants, shellfish, eels, fern root etc.)
Map of New Zealand with typical food gathering locations marked
Short video or audio recording of a Māori elder describing traditional food gathering
Chart paper and markers
Prepared worksheet with guided questions (age-appropriate language)
"Whakataukī" (proverb) related to food and environment (optional)

Lesson Plan Breakdown (45 Minutes)

1. Introduction & Activation (5 minutes)

Teacher activity: Briefly review prior knowledge of Māori life before colonisation from previous lessons.
Student activity: Think-pair-share - What do you think Māori people ate long ago? What food would they find around them?
Introduce learning intention and success criteria based on the objectives.

2. Exploration: Traditional Māori Food Sources (10 minutes)

Show images and discuss key food sources:
- Hunting: birds such as kererū, weka, and manu (native birds).
- Fishing: various fish, shellfish, eels (tuna).
- Gathering: plants such as fern root (aruhe), berries (mīro, kuku), and other edible plants.
Discuss tools or methods used (e.g., nets, snares, digging sticks).
Highlight the seasonal and environmental knowledge required, emphasizing respect and sustainability.

3. Cultural Significance (5 minutes)

Teacher shares a Māori proverb (whakataukī) about food and environment, e.g.:
“Ko te manu e kai ana i te miro, nōna te ngahere.” (The bird that partakes of the miro berry reigns in the forest.)
Discuss how food was not only for survival but tightly woven into stories, customs (tikanga), and identity.
Explain the concept of kaitiakitanga (guardianship/care) of resources.

4. Group Activity: Create a Food Source Map (15 minutes)

Divide the class into small groups (4-5 students).
Provide each group with a large blank map of New Zealand and images or cards of different traditional food sources.
Task: Place images on the map where those food sources would commonly be found.
Use chart paper to write a short label explaining why the food source is important and any cultural notes.
Teacher circulates, scaffolds understanding, prompts discussion about environment and seasonal harvest.

5. Sharing and Reflection (7 minutes)

Each group briefly shares one or two food sources they placed on the map and why it was important.
Discuss how this knowledge connects to what Māori value about the environment and their food sources.
Ask reflective questions: Why is it important to learn about how Māori lived and got their food?
Reinforce key ideas around sustainability and respect for natural resources.

6. Wrap-up and Assessment (3 minutes)

Recap the learning intentions.
Formative assessment: Quick quiz/discussion using these guiding questions:
- Name one traditional Māori food source.
- How did Māori get their food from the environment?
- Why is it important to look after food sources?
Students complete a simple exit slip: “One new thing I learned about Māori food is...”
Provide positive feedback and next lesson preview (preparing for Lesson 4).

Extension and Differentiation Ideas

For advanced learners: Research and share stories of Matariki feasting and traditional food preservation methods.
For learners needing support: Use labelled picture cards and concrete examples during group work; peer support in groups.
Incorporate digital tools for illustrating their maps (tablet apps or interactive whiteboard).

This lesson plan offers an engaging and culturally respectful introduction to traditional Māori food sources, aligned carefully with the New Zealand Curriculum Refresh for social sciences. It integrates competencies and values tailored for Year 6 learners, promotes collaboration, and deepens understanding of Aotearoa’s histories and environments.

References are drawn from the New Zealand Curriculum Refresh documentation and supporting teaching guidelines for Years 5-6 social sciences and te ao Māori perspectives .

Teaching Instructions