Awa Video — Note-Taking Activity
Active Viewing · Extract, Question, Connect · Years 7–9
Ngā Whāinga Akoranga · Learning Intentions
- Extract key information from a video using structured note-taking
- Identify what information is new, what is confusing, and what questions it raises
- Evaluate how the video evidence connects to the awa investigation
- Synthesise video content into a summary that can be used in advocacy work
Paearu Angitu · Success Criteria
- I can record at least four specific things from the video in my own words
- I can identify at least two questions the video raised for me
- I can explain at least one way the video evidence connects to my own inquiry
- I can write a 2–3 sentence summary of the video's key message
Ngā Tohutohu · How to Use This Sheet
Before watching: write the video title in the box below. Then read the column headings so you know what to listen for. During watching: jot notes in point form — you do not need full sentences while the video is playing. After watching: review your notes, fill any gaps, then complete the summary and discussion sections.
Video title / topic:
Kiriata Tuhituhi · Note-Taking Grid
Use this grid while watching. You do not need to fill every row during one viewing — pause, rewind, and review.
| What I heard or saw | What it means (in my own words) | Questions it raised | Evidence I can use in my inquiry |
|---|---|---|---|
Whakarāpopoto · Summary Writing Frame
Write a 2–3 sentence summary of the video's key message. Use the frame below if it helps:
Kōrero Tāpiri · Discussion Prompt
Discuss this question with a partner or your group, then record your thinking:
"If someone in your community had not seen this video, what is the one thing you would most want them to know? Why?"
Hononga Marautanga · Curriculum Alignment
Process information from video and audio sources; integrate information from multiple modes; make meaning by connecting to prior knowledge and inquiry context.
Understand how human activity affects freshwater ecosystems; interpret expert knowledge about environmental change; connect scientific evidence to advocacy and action.
Aronga Mātauranga Māori
In te ao Māori, listening to kōrero — stories, speeches, accounts from experienced voices — is a core learning practice. When students watch a video about the awa, they are receiving kōrero from scientists, rangers, or community members who carry knowledge about that place. Treating this kōrero with the same care one would give to a kaumātua speaking at a hui — listening actively, taking notes, asking questions, and connecting what was said to one's own experience — is itself an act of manaakitanga toward the knowledge and the person who shared it.
Ngā Rauemi Tautoko · Support Materials
Resources already provided:
- Awa Video W1 Pollution (awa-video-w1-pollution.html) — Week 1 specific video activity on pollution
- Awa Video W2 pH (awa-video-w2-ph.html) — Week 2 specific video activity on pH and water chemistry
- Awa Video W3 Stormwater (awa-video-w3-stormwater.html) — Week 3 specific video activity on stormwater
- Awa Cause and Effect (awa-cause-effect.html) — use completed notes to fill the cause-effect organiser
📋 Teacher Planning Snapshot
Ngā Whāinga Ako — Learning Intentions
Students will explore awa (river/water) as taonga, developing understanding of kaitiakitanga through water guardianship — connecting indigenous environmental knowledge with scientific and civic action.
Ngā Paearu Angitū — Success Criteria
- ✅ Students can explain the significance of awa in te ao Māori and their local community.
- ✅ Students can identify actions that reflect kaitiaki responsibilities for local waterways.
Differentiation & Inclusion
Scaffold support: Provide sentence starters and graphic organisers for inquiry tasks. Offer entry-level observation activities and extension challenges involving community advocacy or environmental data analysis.
ELL / ESOL: Pre-teach key te reo Māori terms (awa, kaitiaki, wāhi tapu, tūrangawaewae). Allow visual and diagrammatic responses. Bilingual glossaries strongly recommended.
Inclusion: Connect to students' own waterways and places of belonging. Neurodiverse learners benefit from structured field investigation templates and clear step-by-step inquiry protocols.