Waka, Whenua and Tikanga

Overview

Lesson 1 of 6 in Te Ara o te Hau. Students investigate how Māori waka were shaped by their environment, materials, purposes and tikanga, using images, discussion and a comparison task.

Learning intentions

• WALT explain how Māori waka, tikanga and the environment are connected.
• WALT identify waka tīwai, waka hourua, waka taua and waka ama.
• WALT investigate how land, water, wind and available materials influenced waka design.
• WALT share ideas respectfully, showing manaaki, aroha, niwha and atamai.

Success criteria

• I can identify four different types of waka.
• I can describe at least two uses of Māori waka.
• I can explain how land, water, wind, materials or tikanga influenced waka design.
• I can use evidence from images and information to explain my thinking.

Curriculum links

• Understand how the histories of Aotearoa New Zealand have been shaped: Māori innovation, voyaging, relationships with place and the significance of waka.
• Explore people, places and environments: how coastal, river and open-water environments influence human choices and technology.
• Use historical inquiry: ask questions, interpret visual and written evidence, compare perspectives and communicate conclusions.
• Mātauranga Māori and local curriculum connections: recognise tikanga, whakapapa, kaitiakitanga and the importance of relationships between people and whenua and wai.

Lesson structure (45 minutes)

1. 0–5 minutes – Hook: What can a waka tell us? Open with the introduction and image hook slides. Show striking images of a waka tīwai, waka hourua, waka taua and waka ama without labels. Ask: “What do you notice? What might each waka be designed to do?” Students make a quick prediction with a partner, then share one observation.

2. 5–12 minutes – Build shared knowledge Use the waka information slides to introduce the four waka types. Explain that names and uses can vary across iwi and rohe, so the class should avoid treating one example as universal. Briefly discuss waka tīwai for rivers and sheltered waters, waka hourua as double-hulled voyaging waka, waka taua for important events and travel, and waka ama with an outrigger for stability.

3. 12–17 minutes – Environment and design discussion Return to the environment and design slides. Display a simple map showing river, harbour, coastline and open ocean. Ask: “Which conditions might make a waka need to be light, stable, fast, strong or able to carry many people?” Students use the prompts land, water, wind, materials and tikanga to explain one possible design choice.

4. 17–30 minutes – Paired investigation Distribute the waka comparison worksheet. Students work in five pairs and one group of one, using the labelled images and short information on the sheet. They complete the comparison table for the four waka, recording likely environment, purpose, design features and materials. Encourage students to underline or circle evidence before writing their explanation.

5. 30–36 minutes – Evidence challenge Each pair chooses one waka and prepares a 30-second “design pitch”: “Our waka is suited to ___ because ___.” They must include at least two pieces of evidence, such as an outrigger, double hull, narrow shape, carved decoration, size or connection to tikanga. Students may present orally, draw their explanation or read from their worksheet.

6. 36–42 minutes – Present and respond Pairs present their design pitches. After each presentation, invite one positive response using the class values: “I noticed manaaki/aroha/niwha/atamai when…” and one question such as “How would wind or waves affect this waka?” Correct misconceptions gently and emphasise that waka are technologies connected to knowledge, identity, relationships and place.

7. 42–45 minutes – Plenary and check for understanding Use the recap and exit-question slide. Students individually complete the sentence: “Waka, whenua and tikanga are connected because…” Invite three students to share. Collect worksheets and note whether each student can name a waka, identify a use and explain one environmental or cultural influence.

Resources

• the complete waka teaching deck covering the hook, waka types, environments, activity instructions, discussion prompts and recap.
• the waka comparison worksheet with labelled images, vocabulary support, evidence prompts and a partially completed comparison table.
• Projector or interactive display.
• Whiteboard and markers.
• Map or classroom image showing rivers, harbours, coastlines and open ocean.
• Pencils, coloured pencils and highlighters.
• Optional local iwi or rohe examples, checked for appropriate use before teaching.
• Vocabulary cards: waka tīwai, waka hourua, waka taua, waka ama, tikanga, whenua, wai, hau, stability and purpose.

Assessment

• Observe partner talk and record who can identify waka and connect features to environment or purpose.
• Check comparison tables for accurate identification, two uses and an explanation supported by evidence.
• Listen to design pitches and the final sentence for understanding of the relationship between waka, whenua, wai and tikanga.

Differentiation

• Provide labelled images, vocabulary cards, oral rehearsal and sentence frames such as “This waka is suited to ___ because ___.”
• Use the partially completed comparison table and allow students to complete fewer rows before discussing the remaining examples orally.
• Students may respond through drawing, speaking, pointing to evidence or writing; pair students strategically and read information aloud for EAL and SEN learners.
• Extension: students research a further waka type, such as a mōkihi or kōpapa, and present how its design reflects its environment and purpose. They should identify the source of their information and avoid assuming that all iwi used waka in the same way.