Unit 9 · Week 2
💧 Week 2: Water Health Check — Testing Our Wai
Students conduct scientific water quality testing while learning traditional Māori indicators of healthy wai. They combine modern testing methods with mātauranga Māori to assess water health at their school.
Focus Question
How can we tell if water is healthy using both science and traditional knowledge?
Ngā Mahi - Week 2 Activities
🎥 Media Anchor
Video: Māori Systems: Kaitiakitanga
- How does this week's environmental inquiry reflect kaitiakitanga in action?
- Which local indicator best tracks whether your intervention is working?
1. Hook: Traditional Water Assessment (15 mins)
Activity: Show two water samples - one clear and one murky. Ask students to assess which looks healthier without any equipment.
Kaitiakitanga Connection: Traditional Māori observed colour, smell, taste, and living creatures to assess water health. These methods can be more sensitive than modern instruments for some pollutants.
2. Scientific Water Testing (35 mins)
Activity: Use the Water Testing Protocol to scientifically test water samples from around the school.
- Test pH levels using pH strips or digital meters
- Measure water temperature with thermometers
- Check dissolved oxygen levels (if equipment available)
- Record turbidity (cloudiness) using turbidity tubes
- Document all measurements in data tables
Safety Note: Always wear safety equipment, don't drink test water, wash hands thoroughly after handling samples.
3. Stream Health Assessment (25 mins)
Activity: Use the Stream Health Assessment to evaluate local waterways using visual and biological indicators.
- Observe and document stream flow, bank stability, and vegetation
- Look for signs of pollution (foam, unusual colours, dead fish)
- Collect and identify macroinvertebrates (pollution-sensitive insects)
- Compare findings with healthy stream characteristics
4. Macroinvertebrate Study (20 mins)
Activity: Use the Macroinvertebrate Field Guide to identify water quality indicator species.
- Collect water samples with fine nets or white trays
- Identify mayfly nymphs, stonefly nymphs (high quality water indicators)
- Look for worms, leeches (pollution-tolerant species)
- Count and categorise different species found
- Calculate stream health score based on indicator species
Traditional Knowledge: Māori also used insect life as water quality indicators - healthy streams had diverse insect communities that fish and birds depended on.
5. Data Comparison & Analysis (15 mins)
Activity: Compare scientific measurements with traditional observations to evaluate water health comprehensively.
Integration Question: Do the scientific instruments tell us the same story as traditional observation methods? Where do they agree or disagree?
💡 Differentiation Strategies
- Support: Provide pre-labelled data tables, pair students for equipment use, focus on one testing method per student
- Extension: Research international water quality standards, investigate pollution sources, design improvement solutions
- Cultural connection: Interview kaumātua about traditional water assessment, research local iwi water management practices
🔄 Assessment & Next Steps
Formative Assessment:
- Completed Water Testing Protocol sheets with accurate measurements
- Stream Health Assessment with detailed observations
- Successful identification of macroinvertebrate indicator species
Preparation for Week 3:
- Teams analyse their water quality data for patterns and problems
- Identify potential pollution sources affecting local water
- Prepare to investigate biodiversity as another environmental indicator
📋 Kaiako Planning Snapshot / Teacher Planning Snapshot
Timing Overview
- Hook / Engagement: 10–15 min
- Core Field / Lab Activities: 40–50 min
- Analysis & Discussion: 15–20 min
- Reflection / Exit: 5–10 min
- Total: ~75–90 min (double period)
Curriculum Alignment — Achievement Objectives
- Learning Areas: Science (water quality testing, chemical and biological indicators, measurement), Mātauranga Māori (traditional water health indicators, wai ora), Mathematics (recording and comparing data)
- Achievement Objective: Students will investigate local environmental problems using both mātauranga Māori and scientific methods, and design and implement solutions that reflect kaitiakitanga
- Key Competencies: Thinking, Participating & Contributing, Relating to Others (manaakitanga, whanaungatanga)
Inclusion & Accessibility Guidance
- ESOL / ELL learners: Environmental observation activities are highly practical and reduce language barriers — prioritise field work over written tasks. Pre-teach key vocabulary with visual diagrams. Allow bilingual recording of observations.
- ADHD / neurodiverse learners: Outdoor and hands-on activities naturally suit diverse attention profiles. Provide clear task cards for each station. Use visual timers and offer regular structured movement breaks.
- Accessibility: Ensure field investigation areas are physically accessible. Provide adapted observation tools (magnifying glasses, large-print checklists) on request. Allow verbal or drawn responses as alternatives to written recording.
- Cultural inclusion: Mātauranga Māori is foregrounded throughout — validate Indigenous environmental knowledge as rigorous and equal to Western science. Involve local iwi and kaumātua from the outset rather than as an add-on.