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Whangaroa Kaitiakitanga Worksheet

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Whangaroa Kaitiakitanga Worksheet

Use the short field notes and harbour map to investigate how people can care for a place. Kaitiakitanga practices and local knowledge belong to the relevant iwi and hapū; follow local guidance and do not assume one practice is universal. Answer in your own words where asked.

Field notes: one changing harbour

A fictional class visit to Whangaroa Harbour records these observations: after heavy rain, a small stream looks muddy; fewer shellfish are seen at one familiar gathering spot than last season; seabirds are feeding near the shore. These are observations, not proof of what caused a change. The class does not gather kai. They plan to ask local knowledge holders and check with the relevant iwi or hapū before making decisions.

HILLSIDE Rain falls here.

STREAM Carries water downhill.

HARBOUR Water, habitats and gathering places.

HOMES & ROADS People live and travel here.

SHORE Birds feed; people visit.

OPEN SEA Water moves in and out.

Investigate, interpret, act

Use evidence carefully. A tohu can be an indicator or sign that helps people notice environmental change. Mātauranga Māori is Māori knowledge and ways of understanding the world. Rāhui is a restriction placed to protect a place or resource; follow local authority and guidance about any rāhui.

1.Match each term to its meaning. Write the correct letter beside each term: 1. kaitiakitanga ___ 2. tohu ___ 3. rāhui ___ 4. mātauranga Māori ___. Meanings: A. Māori knowledge and ways of understanding; B. an indicator or sign; C. care and responsibility for people, places and the natural world; D. a restriction to protect a place or resource.

1. kaitiakitanga
2. tohu
3. rāhui
4. mātauranga Māori

D. a restriction to protect a place or resource
C. care and responsibility for people, places and the natural world
B. an indicator or sign
A. Māori knowledge and ways of understanding

2.From the field notes, name two observations and one thing the class cannot yet conclude from them.

3.Trace a possible pathway on the inquiry map: if soil washes off a hillside in heavy rain, which two mapped places could it pass through before reaching the sea? Explain your route.

4.Which is the strongest next step before deciding why shellfish numbers appear lower?

Ask local knowledge holders and the relevant iwi or hapū, and collect careful observations over time.
Assume visitors collected them all and tell everyone to stay away forever.
Gather shellfish from several other places to compare the numbers.
Treat one observation as proof that the harbour is permanently damaged.

5.A sign says that a local area is under rāhui. What should a visitor do, and why?

6.True or false: Seeing fewer shellfish at one spot proves that shellfish numbers have fallen everywhere in the harbour.

TrueFalse

7.Choose one possible tohu from the field notes. What change does it indicate, and what further information would help people understand it?

8.Compare a possible care action in the past with one today. Include one similarity or difference, while recognising that practices vary between iwi and hapū.

9.A group sees litter beside a stream that flows towards the harbour. Suggest one practical action the group could take and explain how it may help. Include who they should check with first if needed.

10.Create a two-step kaitiakitanga action plan for a local waterway or special place: write one action, who could help, and one way to notice whether it made a difference.