Awa Video — Week 1: Freshwater Pollution
He Kūiti i roto i te Wai · Understanding How Pollution Enters Freshwater · Years 7–9
Ngā Whāinga Akoranga · Learning Intentions
- Understand how different types of pollution enter freshwater systems
- Identify the effects of pollution on aquatic life and water health (mauri o te wai)
- Connect pollution types shown in the video to likely conditions at our local awa
- Evaluate possible solutions and their feasibility for our community context
Paearu Angitu · Success Criteria
- I can name at least three types of freshwater pollution and where each comes from
- I can explain how one type of pollution affects the mauri of the water
- I can identify which pollution types are most likely to affect our local awa
- I can suggest one realistic action our community could take to reduce pollution
I Mua i te Mātakitaki · Pre-Viewing Prediction
Before watching, think about what you already know. Answer these questions from your current knowledge.
What kinds of pollution might enter a river?
What do you predict the video will focus on?
I te Mātakitaki · Viewing Note Grid
Complete this grid while watching. Record what the video shows in each column.
| Types of pollution shown | Causes (where does it come from?) | Effects on wai mauri / aquatic life | Possible solutions shown or mentioned |
|---|---|---|---|
Whai i te Mātakitaki · Post-Viewing Comprehension
1. What surprised you most in the video?
2. Which pollution type is hardest to see? Why does that matter?
3. Which pollution types are most likely at our local awa? Rank 1–3.
4. Which solution from the video could our class realistically try?
Hononga Kaitiakitanga · Connection to Our Inquiry
After visiting our awa, which types of pollution from the video did you actually observe? Circle what you found, then explain.
What does this tell us about the mauri of our awa?
Hononga Marautanga · Curriculum Alignment
Level 3–4: investigate how human activity affects freshwater ecosystems; collect and interpret environmental data; understand that freshwater is a shared resource requiring collective stewardship.
Level 3–4: take informed action on local environmental issues; understand the roles and responsibilities of different stakeholders in environmental governance; develop advocacy skills grounded in evidence and values.
Aronga Mātauranga Māori
In mātauranga Māori, tohu (signs) in the environment are read by those who know what to look for. The kaitiaki's ability to read the awa — to notice algae bloom, smell change, or the absence of kōura — is built through experience and learning from those who came before. This video provides the vocabulary of recognition: before visiting the awa, students need to know what pollution looks like so they can name what they see with precision. Learning to read tohu is learning the language of the taiao.
Ngā Rauemi Tautoko · Support Materials
Resources already provided:
- Awa Video Transcript Activity (awa-video-transcript-activity.html) — general note-taking framework for all videos
- Awa Observation Sheet (awa-observation-sheet.html) — apply what this video taught during fieldwork
- Awa Cause and Effect (awa-cause-effect.html) — use pollution types identified here to fill cause column
- Awa Vocab Bilingual (awa-vocab-bilingual.html) — unit vocabulary including kūiti (pollution/contamination)
📋 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.