🌅 Karakia & Cultural Opening — He Ara Hou, He Ara Kaitiaki
Opening Karakia — He Kōrero Tuku Iho (5 minutes)
Today's opening is longer — this is our final gathering as a class within this unit. Begin by acknowledging the journey.
"Tūturu whakamaua kia tīna — tīna!
Hui e! Tāiki e!
Ko tōku reo, ko tōu reo
Ko tā tātou reo — kua rangona
Ko tōku mahi, ko tōu mahi
Ko tā tātou mahi — ka oti
Ko Papatūānuku e takoto ana
Ka tū tātou hei kaitiaki mōna
Āe rā. Āmene."
Let it be firmly established. Our voices have been heard. Our work is complete. Papatūānuku who lies beneath us — we stand as kaitiaki for her. So be it.
The Journey We Have Taken — He Ara i Hikoia (3 minutes)
Briefly walk through the eight lessons together. Ask students to call out one word for each lesson — what they remember, what moved them, what stayed with them:
🎯 Ngā Whāinga Ako — Learning Objectives
By the end of this lesson, ākonga will be able to:
- Reflect critically on how their understanding of place (turangawaewae) has deepened through this unit
- Compile a Kaitiaki Action Portfolio that demonstrates learning across all eight lessons
- Articulate their personal kaitiaki commitment publicly in a class ceremony
- Receive the wero (challenge) to continue their kaitiaki journey beyond this unit
- Celebrate their growth as kaitiaki with whakamihi (affirmation) from their peers
Assessment — Āhua Aromatawai
- ✓ Completed Kaitiaki Action Portfolio (see rubric below)
- ✓ Kaitiaki Statement — read aloud in ceremony
- ✓ Personal Action Plan (from Lesson 7)
- ✓ Optional: Teacher/peer assessment of portfolio depth and quality
🏔️ Revisiting Turangawaewae — The Place Where You Stand (15 minutes)
What is Turangawaewae?
Turangawaewae literally means "a place to stand" — it refers to the place that grounds you, that gives you identity and belonging, that you have responsibility for and connection to. In Lesson 1, ākonga were introduced to this concept in the context of Antarctic kaitiakitanga. Now, at the end of the unit, we return to it more personally.
"Ko au te awa, ko te awa ko au." — I am the river, the river is me. Our identity and our place are not separate — they are one. (Whanganui pepeha. Te Awa Tupua (Whanganui River Claims Settlement) Act 2017 records it as expressing the inseparable connection between the iwi and hapū of Whanganui and the Whanganui River — a specific relationship, not a general saying about nature. Teach it as theirs.)
Personal Reflection Exercise — He Whakaaro Ake (10 minutes):
In your notebook, respond to these prompts. These responses may be included in your portfolio.
- In Lesson 1, you thought about your turangawaewae — the place you feel grounded in. Describe that place briefly: Where is it? What makes it special to you?
- Which lesson or moment in this unit most powerfully connected this place to the global climate crisis? Why?
- How has your sense of responsibility to your turangawaewae changed through this unit? Are you now more aware of threats to it? Do you feel more called to protect it?
- Write a sentence beginning: "As kaitiaki of [my place], I commit to..."
Optional sharing: Students who wish to may briefly share their turangawaewae with the class — the place and one sentence about what they commit to protecting. This is voluntary and should be honoured with respect and tautoko (support).
📁 Kaitiaki Action Portfolio — He Kohinga Mahi (20 minutes)
Assembling Your Evidence of Growth
20 minutes | Individual workYour Kaitiaki Action Portfolio is a collection of evidence demonstrating your learning, thinking, and commitment across this unit. It is not just a folder of worksheets — it is a curated record of your kaitiaki journey.
Required Portfolio Elements — Ngā Āpitihanga Whakahau:
-
1. Personal Kaitiaki Statement
Your 2–3 sentence commitment statement from Lesson 7 — the one you will read at the ceremony today -
2. Kaitiaki Action Plan
Completed three-tier plan (individual, whānau, community) from Lesson 7 -
3. Turangawaewae Reflection
Written response from today's lesson on place, identity, and commitment -
4. Climate Map (Lesson 2)
Your annotated NZ climate impact map or photograph of it
-
5. Mātauranga Māori Research Notes (Lesson 3)
Your notes on one iwi's traditional climate knowledge -
6. Campaign Proposal (Lesson 4)
Your one-page climate campaign proposal for school or community -
7. Carbon Footprint Analysis (Lesson 6)
Your personal carbon footprint estimate with identified reductions -
8. Wild Card — Your Choice
One additional piece that best shows your growth: a letter, poem, artwork, nature journal entry, interview notes, or research piece
Portfolio Cover Page — He Whārangi Tūāhu:
Create a cover page for your portfolio that includes:
- Your name and year level
- Your turangawaewae (the place you identify with most)
- A short pepeha (introduction) if you know yours
- The title: "Ko au te kaitiaki — I am the guardian"
- One image or drawing that represents your climate commitment (drawn, printed, or described)
Portfolio Assessment Rubric — He Tūtohu Aromatawai:
Beginning
Portfolio is incomplete or superficial. Action Plan lacks specific detail. Kaitiaki concepts used loosely without genuine understanding.
Developing
Most elements present. Action Plan has some specific detail. Kaitiaki concepts applied with some accuracy. Reflection shows emerging awareness.
Proficient
All elements present. Action Plan is specific and realistic. Kaitiaki concepts accurately applied with NZ-specific examples. Genuine reflection on change and commitment.
Excellence
All elements present with depth and originality. Action Plan is ambitious yet realistic. Sophisticated synthesis of Māori, scientific, and personal knowledge. Demonstrates genuine transformation in thinking.
🌿 He Tohu Tūāhu — The Commitment Ceremony (20 minutes)
This is the heart of the final lesson — a class commitment ceremony that marks the transition from learning to living as kaitiaki. It is structured around the traditional concepts of wero (challenge) and tautoko (support).
Part A: The Wero — The Challenge (10 minutes)
In te ao Māori, a wero is a challenge laid down before a group — a call to show who they are and what they stand for. The teacher lays down the wero:
Each student physically steps forward (or raises their hand, or nods) to accept the wero. This is their moment of public commitment.
Part B: Tautoko — Reading Kaitiaki Statements (10 minutes)
Each student reads their Kaitiaki Statement aloud. After each reading, the class responds with:
We support you! We stand with you!
This is not a performance — it is a community witnessing each other's commitments. Encourage students to read slowly and with intention. These words matter.
If the class is large (30+), groups can share with each other rather than the full class — the principle is that commitments are witnessed.
The Class Commitment Document
The Class Kaitiaki Action Plan from Lesson 7 is displayed prominently. The teacher reads it aloud. The class collectively affirms it:
Tūturu whakamaua kia tīna — tīna!
Hui e! Tāiki e!"
The class document is then signed by all students. The teacher keeps one copy; students may photograph it. Some classes choose to display it in the classroom or present it to the principal.
📋 Unit Assessment Framework — He Anga Aromatawai
Summative Assessment Options
Teachers may select one or more of these options for formal unit assessment, calibrated to the year level and NCEA requirements of the class:
Option A: Kaitiaki Action Portfolio
The portfolio assembled today with all eight elements. Assessed using the rubric above. Suitable for all year levels; can be adjusted for depth expectations by year.
NCEA links: Participates and Contributes (Social Studies); Geography investigation components
Option B: Extended Written Response
"Evaluate the claim that kaitiakitanga provides a superior framework for addressing climate change compared to individual carbon footprint reduction." (600–800 words; Y12–13)
NCEA links: Geography AS91433 (3.6); English persuasive writing
Option C: Community Climate Proposal
A formal written or presented proposal for a community climate solution, drawing on case studies from Lesson 5. Must include: problem, solution, kaitiaki framework, timeline, and evaluation criteria.
NCEA links: Geography AS91282 (3.3); Social Studies
Option D: Real-World Action Report
After the unit, students carry out their Tier 3 community advocacy goal and write a report on what they did, what happened, and what they learned. Submitted 4–6 weeks after the unit ends.
High engagement; builds genuine agency; suitable for senior students seeking authentic assessment
Cross-Curricular Assessment Opportunities:
- Science: Data analysis using NIWA climate projections; carbon footprint calculations; ecosystem analysis from community solutions
- Geography: AS91282 (spatial analysis of climate impacts); AS91433 (people, place and environment); AS91429 (geographical processes)
- English: Letter to MP or Pacific community member (persuasive writing, AS90853); Portfolio reflective writing; oral presentation of Kaitiaki Statement
- Social Studies: Treaty and UNDRIP analysis; youth activism case study; climate justice frameworks
- Te Reo Māori: Whakataukī analysis; pepeha; karakia; maramataka concepts
Whakamutunga — Final Closure of the Unit (10 minutes)
The Whakaaro Hou — New Thoughts Exercise (5 minutes)
Students pair up with someone they have not worked closely with this unit. They share:
- "The moment in this unit that most changed the way I think about climate change was..."
- "The kaitiaki concept that will stay with me longest is... because..."
- "One thing I want to say to the person in Tuvalu or Hawke's Bay whose story we read is..."
Whakamihi — Affirmation Circle (3 minutes)
In a standing circle, each student says one word that describes what they are taking away from this unit. The teacher goes last, affirming the class:
"Tino rawe! Ka nui te aroha mō koutou katoa. Koutou ngā kaitiaki — kei konei, kei reira, kei ngā wāhi katoa. Kia kaha, kia māia, kia manawanui."
Excellent! Much love for you all. You are the kaitiaki — here, there, everywhere. Be strong, be brave, be steadfast.
Closing Karakia — Whakamutunga
"Unuhia, unuhia
Unuhia ki uta rā
Kia wātea, kia māmā
Te ngākau, te tinana, te wairua i te ara
Ko tātou ngā kaitiaki o Papatūānuku
Haumi e! Hui e! Tāiki e!"
Remove all obstacles — may our hearts, bodies and spirits be clear on the pathway. We are the kaitiaki of Papatūānuku. United. Established. Done.
Beyond the Classroom — He Ara Tūāhu:
This unit ends here — but your kaitiaki journey does not. Here are pathways to stay connected and continue acting:
- Local environmental groups: Join or volunteer with your local predator-free group, native planting initiative, or coastal restoration project
- Generation Zero: Youth-led climate policy organisation in Aotearoa — always looking for passionate young advocates
- School Strike 4 Climate NZ: Stay connected with the movement; attend future rallies or help organise at your school
- Pacific climate solidarity: Follow and support Pacific Climate Warriors, 350 Pacific, and Pacific youth climate advocates
- He Pou a Rangi submissions: When the Climate Change Commission calls for public submissions, your voice matters — respond
- Your own community: The most important thing you can do is show up, stay engaged, and bring others with you
📝 Teacher Notes — He Kōrero mā te Kaiako
Cultural Considerations
- The commitment ceremony should be led with mana and genuine intention — not treated as a performance. If you have a relationship with a local kaumātua, consider inviting them to witness or contribute to this moment.
- Students from Pacific backgrounds may have deeply personal connections to climate change — be attentive to emotional responses and create space for processing.
- Students who have experienced climate events (flooding, cyclone, drought) may find some content particularly affecting. Pastoral support should be available.
- Always acknowledge that different iwi have different perspectives and protocols. Avoid presenting any single Māori view as universal.
Following Up
- Four weeks after the unit, consider a brief check-in: "How is your Tier 1 commitment going? Has anything in the news made you think about what we learned?"
- If a student's campaign proposal gains traction, support them in pursuing it — connect them with the school leadership, local iwi, or environmental organisations.
- Consider sharing the class commitment document with the school principal or Board of Trustees — this gives the students' work genuine public weight.
- The kaitiaki journey does not end with the unit. Your role as kaiako is to model ongoing engagement with climate action yourself.
Kaiako Planning Snapshot
Science / Social Studies — Antarctica & Climate Change — Years 9–10
Curriculum alignment: Te Mataiaho | Science — Nature of Science; Social Studies — Place and Environment (Years 9–10). Achievement Objective: Students compare knowledge systems as ways of understanding environmental change.
Ngā Whāinga Akoranga — Learning Intentions
- Explain the relationship between climate change, ice melt, and sea-level rise using both Western science and mātauranga Māori
- Analyse iwi environmental indicators as valid knowledge systems alongside scientific data
- Evaluate kaitiakitanga-based responses to climate threats in Aotearoa and globally
Paearu Angitu — Success Criteria
- I can describe one Māori environmental indicator and explain its climate-monitoring function
- I can compare a mātauranga Māori and a Western scientific response to a climate challenge
- I can explain what kaitiakitanga means for stewardship of my local environment
Inclusion & Accessibility
ESOL/ELL: pre-teach key climate vocabulary with visual supports and glossary. Neurodiverse learners: chunk activities into timed segments with visual timer. Accessibility: all video content includes captions; printed materials in accessible font size.