Unit 11: Kaitiaki o te Awa — Water Guardianship (Phase 2)

🎯 Learning Intentions

Explain why wai (water) is tapu and vital within te ao Māori and for ecosystems.
Measure and interpret basic water-quality indicators (clarity, pH strips, temperature, macroinvertebrate count).
Identify human impacts on waterways and propose practical improvements.
Communicate findings through visuals, oral presentations, and bilingual key terms.
Collaborate with whānau/community to plan and action a small restoration step.

🧭 Driving Question

“How can we act as kaitiaki to keep our local awa healthy for people, species, and future generations?”

📅 6-Week Outline (Phase 2)

Week 1 — Whanaungatanga & Awa Stories

Local pūrākau of the awa; pepeha connections.
Map the catchment: source, flow, community uses.
Vocabulary list (bilingual) for water features.
View Lesson

Week 2 — Observing Water Health

Field walk: colour, smell, clarity; visual litter check.
Simple measures: pH strips, temperature log, macroinvertebrate tally.
Data table starter & wordfind of key indicators.
View Lesson

Week 3 — Human Impacts

Stormwater vs wastewater; drains, farm runoff, rubbish.
Cause/effect diagram; role-play “Voices of the Awa”.
Math link: bar graph of litter types or pH readings.
View Lesson

Week 4 — Solutions & Kaitiaki Actions

Brainstorm improvements: planting, drains, signage, habits.
Choose one realistic action; plan steps and safety (assign evidence roles).
Design a persuasive poster draft with data + quote.
View Lesson

Week 5 — Communicate & Collaborate

Draft short talks (2-3 min) + visual supports.
Peer feedback using two stars and a wish (data + quote check).
Invite whānau/community partner (e.g., council, marae).
View Lesson

Week 6 — Action & Reflection

Deliver the action (mini clean-up, signage, planting).
Reflect: What changed? What next? Who else to involve? Capture evidence.
Celebrate with a gallery walk of posters.
View Lesson

🛠️ Resources & Handouts

🚀 Project Pathway & Scaffolds

Milestones

W2: Observation sheet + vocab check
W3: Cause/effect organiser drafted
W4: Action idea chosen + poster draft
W5: Speech practiced + peer feedback
W6: Action delivered + reflection

Student Tools

Action checklist (roles, gear, safety, permissions)
Poster planner + sentence stems
Observation + data tables (print-friendly)
Feedback slips (two stars and a wish)

Teacher Supports

Risk mini-brief (weather, hygiene, first aid)
Whānau invite/permission note
Rubrics (poster + oral) with exemplars
Moderation notes + evidence capture sheet

📦 Teacher Pack (Quick Downloads)

Tip: Print the action checklist + risk brief together for the field; keep rubrics/success criteria at hand for W5–W6.

🎯 Differentiation & Extensions

Support

Sentence stems for observations (“I see…”, “The pH shows…”)
Pre-filled cause/effect cards to match and discuss
Buddy roles (speaker/recorder) for fieldwork and speeches

On-Level

Full observation + data tables; one data point in poster/speech
Transcript fix-ups linked to each video
Gallery walk feedback: two stars and a wish

Extension

Compare two sites (shade/sun) and graph the differences
Interview a community kaitiaki; add a quote to poster/speech
Design a short newsletter/video PSA for whānau

✅ Assessment

Formative

Week 2 observation sheet + quick conference.
Week 3 cause/effect diagram with teacher prompts.
Week 4 poster draft feedback (peer + teacher).

Summative

Persuasive poster OR 3-minute oral presentation advocating for the awa.
Action reflection: What we did, evidence of impact, next step.

Success Criteria

Uses correct vocabulary (English + kupu Māori) for water features and quality.
Shares at least two observations with data or examples.
Proposes a realistic action and explains why it helps.
Shows kaitiakitanga values: care, respect, collaboration.

🌿 Cultural & Pastoral Care

Consult local iwi/hapū for tikanga and stories of the awa; confirm permissions for visits and photos.
Be sensitive to students’ experiences with flooding, drought, or water hardship.
Offer alternative tasks if field access is unsafe or weather-affected.
Embed karakia/thanks before and after awa visits; follow clean hands/gear protocols.

📋 Curriculum Alignment (Te Mātaiaho / NZC)

🔬 Science / Pūtaiao

LW 2-1 Living World

Observe and describe how living things depend on each other and the environment.

Unit link: Week 2-3 field observations, macroinvertebrate checks, human impact diagram.

N&E 2-1 Nature of Science

Gather and interpret data, using simple measures to answer questions about the world.

Unit link: pH/temperature recordings, data tables, bar graphs of findings.

🌏 Social Sciences / Tikanga-ā-Iwi

SS 2-2 Place & Environment

Understand how places influence people and people influence places.

Unit link: Mapping the catchment, identifying community uses, discussing impacts and responsibilities.

📝 English / Reo Pākehā

ENG 2-W Writing

Create texts that inform or persuade, using appropriate vocabulary and visual supports.

Unit link: Persuasive posters, short oral presentations, bilingual vocab in headings/captions.

ENG 2-OL Oral Language

Communicate clearly to an audience with supporting visuals.

Unit link: Week 5 speeches with poster supports and peer feedback.

💡 Key Competencies / Ngā Pūkenga Matua

🤝 Relating to Others

Working with whānau/community partners, listening to diverse views on water use.

🔍 Thinking

Interpreting simple data, linking cause/effect for human impacts, proposing solutions.

🌱 Participating & Contributing

Leading or joining a small kaitiaki action and sharing outcomes with the community.

🧭 Managing Self

Preparing for fieldwork, following safety/tikanga, completing action plan steps.

📊 Progress Tracker

Student-facing

W2: Observations + vocab
W3: Cause/effect organiser
W4: Action chosen + poster draft
W5: Speech draft with data + quote
W6: Action done + reflection

Teacher-facing

Whānau permission/risk brief
Evidence roles assigned
Moderation samples captured
Data + quote present in outputs
Next steps agreed post-action

💧 Key Journey Highlights