πŸ“š Unit Plans β†’ πŸ“– Unit 4, Lesson 2: Environmental Science & Kaitiakitanga
Years 9–10 PΕ«taiao / Science

Unit 4: Economic Justice & Rangatiratanga

Alternative Economic Models & Community Prosperity

U Unit Overview
1 Economic Foundations
2 Environmental Kaitiakitanga
3 Cultural Mathematics
4 Technology & Innovation
5 Community Science

πŸ“– Lesson Overview

πŸŽ₯ Media Anchor

Video: Māori Systems: Kaitiakitanga

  • How does kaitiakitanga shift the way we define environmental success?
  • Which local indicator best shows ecosystem wellbeing over time?

This lesson builds on the concept of indigenous science by focusing on traditional ecological knowledge (TEK). Students will learn how to read the "signs" of the environment and understand the deep sense of responsibility (kaitiakitanga) that is linked to this knowledge.

Enrichment Suggestion: Link to a recent news article from RNZ Te Manu Korihi about a local iwi using kaitiakitanga principles to manage a river or forest. This connects the lesson to contemporary civics.

🎯 Learning Activities

1. Do Now: Reading the Signs (10 mins)

Show students images of different natural phenomena (e.g., a flock of birds flying in a certain direction, dark clouds, a particular flower blooming). In pairs, students discuss what each sign might indicate.

2. Introduction to Kaitiakitanga (10 mins)

Class discussion: Introduce the concept of kaitiakitanga. It's not just about "using" the environment, but about a reciprocal relationship of care and guardianship. How does this differ from a purely extractive view of resources?

3. Case Study: Ecological Indicators (25 mins)

Hand out the Traditional Ecological Indicators handout. Students read it and work on the critical thinking questions. In groups, they can focus on one indicator and prepare to teach it to the class.

4. Exit Ticket (5 mins)

Students name one traditional indicator and one modern scientific tool that could be used to measure the same environmental condition.

πŸ“‹ Lesson Details

Learning Intentions:

  • Define Traditional Ecological Knowledge (TEK) and kaitiakitanga.
  • Analyse examples of TEK from Aotearoa.
  • Compare and contrast traditional and modern methods of environmental monitoring.

Key Competencies:

  • Thinking
  • Participating and contributing

Resources:

Kaiako Planning Snapshot

Social Studies / Economics β€” Economic Justice β€” Years 9–10

Curriculum alignment: Te Mataiaho | Social Studies β€” Economic world; rights, roles, and responsibilities (Years 9–10). Achievement Objective: Students examine how economic decisions affect individuals, communities, and nations.

Paearu Angitu β€” Success Criteria

  • I can identify an example of structural economic inequality and explain its causes
  • I can describe how a community or movement has challenged economic injustice
  • I can use evidence to support an argument about economic fairness

Differentiation & Proximinal Guidance

Extension: case study analysis of an economic justice initiative with written argument. Scaffold: guided reading with annotation prompts and sentence starters. On-level: structured discussion protocol. Entry: graphic organiser with key concepts and vocabulary.

Inclusion & Accessibility

ESOL/ELL: economics vocabulary glossary with visual supports. Neurodiverse learners: provide structured debate roles and visual argument maps. Accessibility: content available in accessible digital formats; reduce cognitive load with chunked tasks.