š MÄtauranga Systems Documentary Companion
Guided investigation for āTe Kawau ki Tai | Episode 1: MÄhuhu o te Rangiā (RNZ)
Use with: Unit 3 Lesson 1 ā Dual Knowledge Systems Foundation. Distribute before viewing, collect at the start of the comparison activity, and refer back during the knowledge braid matrix.
Te MÄtaiaho Threads
- Tangata Whenuatanga ā Whakapapa, Whanaungatanga
- People, Places & Environments ā Indigenous science stewardship
- PÅ«taiao ā Investigating through observation, experimentation, and tikanga
Learning Focus
Track how knowledge keepers protect, test, and share mÄtauranga; compare with Western scientific processes; design actions for honouring knowledge in your whÄnau or hapori.
š¬ Video Anchor & Viewing Flow
Before Watching (5 mins)
- Say the kupu aloud together (see Vocabulary Preview) and translate in your own words.
- Predict: What responsibilities do knowledge keepers have to people and to whenua/moana?
- Set up a two-column note space: āEvidence from rangatiraā | āWhy this matters todayā.
- Teacher kÅrero: āWhich details will help us compare mÄtauranga MÄori and STEM later in the lesson?ā
During Watching (15 mins)
- Pause at 2:10, 6:05, 9:45, 12:30 to update the knowledge braid planner.
- Record kupu MÄori used by speakers and sketch symbols that show their meaning.
- Spot tikanga: How do the storytellers show respect for tūpuna and taiao?
After Watching (10 mins)
- Choose one quote that shifted your thinking; explain why it matters.
- Complete the station planner so youāre ready for the mÄtauranga remix rotations.
- Plan who you could interview (whÄnau/kaumÄtua/experts) to gather local mÄtauranga.
- Think-Pair-Share prompt for Lesson 1: āWhere do mÄtauranga MÄori and STEM align? Where do they diverge?ā
š£ļø Vocabulary & Kupu Hou
Kupu for Today
| Kupu / Term | Student-Friendly Meaning | Where I Heard It / How I Will Use It |
|---|---|---|
| Mana tuku iho | Ancestral authority handed down through whakapapa. | |
| Puna mÄtauranga | Source or well of knowledge that sustains people. | |
| Maramataka | MÄori lunar calendar for planning kai, health, and events. | |
| Taiao | Environment/natural world we are connected to. | |
| Whakawhiti mÄtauranga | Sharing, validating, and protecting knowledge with others. |
Quote Capture Strip
Write one quote that inspired you. Sketch a symbol that helps you remember the message.
š§ Guided Viewing Prompts
0:00 ā 2:10 | Whakapapa of MÄhuhu o te Rangi
- What responsibilities does the waka crew carry?
- How does mÄtauranga guide the journey?
- Capture a kupu or image that shows mana tuku iho.
2:10 ā 6:05 | Navigation & Celestial Science
- Which natural indicators are mentioned?
- How do observation and experimentation appear?
- What qualities must navigators develop?
6:05 ā 9:45 | Maramataka & Kaitiakitanga
- List two tohu (signs) used to predict seasons.
- How is tikanga used to protect food sources?
- Where do you see science and values working together?
9:45 ā 12:30 | RongoÄ & WhÄnau Wellbeing
- How are plants tested and knowledge safeguarded?
- What obligations come with holding rongoÄ mÄtauranga?
- Note one connection to your own whÄnau practices.
š MÄtauranga Station Planner
Station Evidence Notes
| Puna MÄtauranga | Evidence / Key Idea | Science Connections | Tikanga Considerations |
|---|---|---|---|
| Waka & Navigation | |||
| Maramataka & Taiao | |||
| RongoÄ & Hauora | |||
| Knowledge Guardians |
šŖ¢ Knowledge Braid Matrix
Compare, Honour, Apply
| MÄtauranga MÄori Method | Western Science Parallel | Shared Purpose | Action I Can Take |
|---|---|---|---|
Reflection Prompt
Choose one strand of your knowledge braid and write how you will honour it this term.
š” WhÄnau Bridge & Hapori Action
WhÄnau Interview PÄtai
- What mÄtauranga keeps our whÄnau strong today?
- How do we show respect when sharing stories or taonga?
- Which tohu or maramataka signs do we notice in our community?
- What responsibilities do we have to protect this knowledge?
Summarise key kÅrero and note any tikanga about what can/cannot be shared publicly.
Action Plan
Design one action to uplift mÄtauranga in your hapori (e.g., create a maramataka display, interview a knowledge keeper, record tohu around your kura).
š©āš« Teacher Notes
Differentiation
- Offer audio versions of prompts; allow oral or visual responses.
- Provide partially completed tables or glossary cards for additional support.
- Extension: assign iwi-specific research and invite learners to lead micro-wÄnanga.
Formative Assessment
- Collect quote strips, station notes, and knowledge braid matrices as MÄtainuku evidence.
- Use whÄnau interview summaries to demonstrate MÄtairea connections.
- Photograph gallery walk feedback to capture tuakana-teina interactions.
Cultural Safety
- Remind Äkonga to respect knowledge tapu; sharing is optional if kaupapa feels sensitive.
- Engage local iwi or kÄinga reo to co-design future wÄnanga.
- Close sessions with karakia or waiata acknowledging collective learning.
Aligned with Te MÄtaiaho (Identity, Language & Culture / People, Places & Environments) ā effective from Term 1 2026.
Curriculum alignment
- Earth Systems ā Knowledge: Note: See Social Science learning area ā Geography strand.
- Ecosystems ā Practices: Observing local ngÄ tohu o te taiao, such as flowering of certain plants or bird migrations, and explaining why these indicators can be used to understand and predict other enā¦
- Ecosystems ā Knowledge: Indigenous knowledge systems, such as mÄtauranga MÄori, are often founded on long-term observations of environmental patterns. For example, ngÄ tohu o te taiao can be used to ā¦
- Earth and Space ā Practices: Using scientific data (e.g. light years, astronomical units) to interpret and compare the size of, and distances between, celestial bodies, as well as the time scales of eventā¦
- Ecosystems ā Knowledge: Marama Muru-Lanning (Contemporary) explores mÄtauranga MÄori as environmental knowledge, linking Indigenous perspectives to ecological science.
š Teacher Planning Snapshot
NgÄ WhÄinga Ako ā Learning Intentions
Students will engage with this resource to explore the intersection of STEM disciplines and mÄtauranga MÄori ā understanding how Indigenous knowledge systems and Western science share complementary ways of knowing the world.
NgÄ Paearu AngitÅ« ā Success Criteria
- ā Students can identify connections between mÄtauranga MÄori and STEM concepts in this resource.
- ā Students can explain how dual knowledge systems strengthen understanding of natural phenomena.
Differentiation & Inclusion
Scaffold support: Provide concept maps or sentence frames to scaffold access for students at the entry level. Offer extension tasks exploring specific mÄtauranga MÄori knowledge domains (e.g., tohu Ähua rangi, rongoÄ, whakapapa o te taiao) in greater depth.
ELL / ESOL: Pre-teach key vocabulary in both te reo MÄori and English ā including domain-specific STEM terms. Bilingual glossaries and visual anchors support comprehension. Allow students to demonstrate understanding in their preferred language.
Inclusion: Tasks are designed for a range of readiness levels. Neurodiverse learners benefit from structured, chunked activities with clear success criteria. Use hands-on, inquiry-based formats where possible. Affirm the value of different ways of knowing.
MÄtauranga MÄori lens: MÄtauranga MÄori encompasses astronomy, ecology, navigation, agriculture, and medicine ā systems of knowledge developed over centuries. This unit treats mÄtauranga MÄori as epistemically equal to Western science, not supplementary. Bring kaitiakitanga as a guiding ethic: knowledge is held in relationship, not extracted.
Prior knowledge: Students benefit from baseline understanding of the relevant STEM domain. No specialist te reo MÄori knowledge required ā glossaries provided. Best used after introductory lessons or as a standalone exploration.
Curriculum alignment
- Nature of Science ā Knowledge: Science is a way of investigating, understanding, and explaining our natural, physical world; mÄtauranga MÄori offers complementary systems of knowledge that enrich scientific understanding.
- Identity, Culture, and Organisation: Understand how different knowledge systems ā including mÄtauranga MÄori ā shape how communities relate to the natural world.