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Subject: Social Studies / Science Year 9-10 Estimated Time: 60 minutes

šŸ”­ Mātauranga Systems Documentary Companion

Guided investigation for ā€œTe Kawau ki Tai | Episode 1: Māhuhu o te Rangiā€ (RNZ)

Use with: Unit 3 Lesson 1 ā€“ Dual Knowledge Systems Foundation. Distribute before viewing, collect at the start of the comparison activity, and refer back during the knowledge braid matrix.

Te Mātaiaho Threads

  • Tangata Whenuatanga ā€“ Whakapapa, Whanaungatanga
  • People, Places & Environments ā€“ Indigenous science stewardship
  • PÅ«taiao ā€“ Investigating through observation, experimentation, and tikanga

Learning Focus

Track how knowledge keepers protect, test, and share mātauranga; compare with Western scientific processes; design actions for honouring knowledge in your whānau or hapori.

šŸŽ¬ Video Anchor & Viewing Flow

Before Watching (5 mins)

  • Say the kupu aloud together (see Vocabulary Preview) and translate in your own words.
  • Predict: What responsibilities do knowledge keepers have to people and to whenua/moana?
  • Set up a two-column note space: ā€œEvidence from rangatiraā€ | ā€œWhy this matters todayā€.
  • Teacher kōrero: ā€œWhich details will help us compare mātauranga Māori and STEM later in the lesson?ā€

During Watching (15 mins)

  • Pause at 2:10, 6:05, 9:45, 12:30 to update the knowledge braid planner.
  • Record kupu Māori used by speakers and sketch symbols that show their meaning.
  • Spot tikanga: How do the storytellers show respect for tÅ«puna and taiao?

After Watching (10 mins)

  • Choose one quote that shifted your thinking; explain why it matters.
  • Complete the station planner so youā€™re ready for the mātauranga remix rotations.
  • Plan who you could interview (whānau/kaumātua/experts) to gather local mātauranga.
  • Think-Pair-Share prompt for Lesson 1: ā€œWhere do mātauranga Māori and STEM align? Where do they diverge?ā€

šŸ—£ļø Vocabulary & Kupu Hou

Kupu for Today

Kupu / Term Student-Friendly Meaning Where I Heard It / How I Will Use It
Mana tuku iho Ancestral authority handed down through whakapapa.
Puna mātauranga Source or well of knowledge that sustains people.
Maramataka Māori lunar calendar for planning kai, health, and events.
Taiao Environment/natural world we are connected to.
Whakawhiti mātauranga Sharing, validating, and protecting knowledge with others.

Quote Capture Strip

Write one quote that inspired you. Sketch a symbol that helps you remember the message.

šŸ§­ Guided Viewing Prompts

0:00 ā€“ 2:10 | Whakapapa of Māhuhu o te Rangi

  • What responsibilities does the waka crew carry?
  • How does mātauranga guide the journey?
  • Capture a kupu or image that shows mana tuku iho.

2:10 ā€“ 6:05 | Navigation & Celestial Science

  • Which natural indicators are mentioned?
  • How do observation and experimentation appear?
  • What qualities must navigators develop?

6:05 ā€“ 9:45 | Maramataka & Kaitiakitanga

  • List two tohu (signs) used to predict seasons.
  • How is tikanga used to protect food sources?
  • Where do you see science and values working together?

9:45 ā€“ 12:30 | Rongoā & Whānau Wellbeing

  • How are plants tested and knowledge safeguarded?
  • What obligations come with holding rongoā mātauranga?
  • Note one connection to your own whānau practices.

šŸ”„ Mātauranga Station Planner

Station Evidence Notes

Puna Mātauranga Evidence / Key Idea Science Connections Tikanga Considerations
Waka & Navigation
Maramataka & Taiao
Rongoā & Hauora
Knowledge Guardians

šŸŖ¢ Knowledge Braid Matrix

Compare, Honour, Apply

Mātauranga Māori Method Western Science Parallel Shared Purpose Action I Can Take

Reflection Prompt

Choose one strand of your knowledge braid and write how you will honour it this term.

šŸ” Whānau Bridge & Hapori Action

Whānau Interview Pātai

  1. What mātauranga keeps our whānau strong today?
  2. How do we show respect when sharing stories or taonga?
  3. Which tohu or maramataka signs do we notice in our community?
  4. What responsibilities do we have to protect this knowledge?

Summarise key kōrero and note any tikanga about what can/cannot be shared publicly.

Action Plan

Design one action to uplift mātauranga in your hapori (e.g., create a maramataka display, interview a knowledge keeper, record tohu around your kura).

šŸ‘©ā€šŸ« Teacher Notes

Differentiation

  • Offer audio versions of prompts; allow oral or visual responses.
  • Provide partially completed tables or glossary cards for additional support.
  • Extension: assign iwi-specific research and invite learners to lead micro-wānanga.

Formative Assessment

  • Collect quote strips, station notes, and knowledge braid matrices as Mātainuku evidence.
  • Use whānau interview summaries to demonstrate Mātairea connections.
  • Photograph gallery walk feedback to capture tuakana-teina interactions.

Cultural Safety

  • Remind ākonga to respect knowledge tapu; sharing is optional if kaupapa feels sensitive.
  • Engage local iwi or kāinga reo to co-design future wānanga.
  • Close sessions with karakia or waiata acknowledging collective learning.

Aligned with Te Mātaiaho (Identity, Language & Culture / People, Places & Environments) ā€“ effective from Term 1 2026.