"Ko te manu e kai ana i te miro, nōna te ngahere"
The bird that feasts on miro berries owns the forest
Students ask questions, gather and compare information, and use evidence to build understanding and communicate findings.
How this lesson aligns
This lesson explicitly teaches students how to gather, compare, and synthesise different source types rather than treating research as simple internet searching.
Primary planning anchor when using the lesson to launch inquiry, project research, or local investigation.
Students use reading, listening, oral language, and source analysis to make meaning from a range of texts and knowledge forms.
How this lesson aligns
The lesson asks students to work with digital, written, oral, and mātauranga-based sources, then compare what each can and cannot contribute to an inquiry.
Strong fit for literacy-rich inquiry and cross-curricular source-gathering tasks.
Students recognise that knowledge is shaped by people, place, tikanga, and context, and they work with that knowledge respectfully.
How this lesson aligns
The lesson teaches that oral and traditional knowledge cannot simply be handled like anonymous online content. It makes cultural care and attribution part of the research process.
Useful when planning inquiry that draws on community, whakapapa, history, or environmental knowledge in Aotearoa.
Students learn through modelling, collaborative planning, and clear scaffolds before independent inquiry work.
How this lesson aligns
Whole-class source mapping, paired comparison, and scaffolded planning happen before students launch independent research. That gives kaiako a visible pathway into stronger inquiry habits.
Use this to justify the lesson’s gradual release from shared planning into independent source use.