Ngā Manu o te Taiao — Local Birds & Habitats

Ko te manu e kai ana i te miro, nōna te ngahere. Ko te manu e kai ana i te mātauranga, nōna te ao.

The bird that eats the miro berry — theirs is the forest. The bird that feasts on knowledge — theirs is the world.

Year Level Years 7–8

Curriculum Areas Science · Social Studies · Te Reo Māori

Duration 6 weeks

Assessment Field survey report + community action poster

He Aha Tēnei? — What Is This?

Students investigate the native birds of their local area — identifying species, understanding habitats, exploring threats to bird populations, and taking kaitiakitanga action in their school community. The unit blends science inquiry with Māori ecological knowledge and student-led community action.

Students Will

Identify at least 8 native bird species of Aotearoa by sight and call
Explain the relationship between bird species and specific habitats
Investigate one local habitat and record bird presence/absence data
Analyse threats to native birds (predators, habitat loss, disease)
Design and carry out a kaitiakitanga action (e.g. trap check, planting day, community notice)
Use te reo Māori bird names and connect to mātauranga Māori bird knowledge

Raupapa Akoranga — Lesson Sequence

Week	Lesson	Focus	Resources
1	Meet the Manu	Introduce native species; te reo names; bird ID basics	Bird ID Tally Sheet · Native Bird Lifecycles
2	Habitats	Forest, wetland, coastal habitats; what birds need to survive	Habitat Map Activity
3	Threats	Predators (rats, stoats, possums), habitat loss, climate change	Cause & Effect Graphic Organiser · Evidence Capture Sheet
4	Field Survey	Design and conduct a bird count in a local green space	Bird ID Tally Sheet · Permission Slip
5	Kaitiakitanga Action	Plan a community action; interview local expert or DOC ranger	Interview Prompts · Action Planner
6	Share & Celebrate	Present findings; create awareness poster; celebrate learning	Poster Rubric · Success Criteria · Reflection Sheet

He Kōrero mā te Kaiako — Teacher Notes

Mātauranga Māori

Māori have extensive knowledge of native birds — their behaviour, seasons, and ecology were used as tohu (signs) for weather, planting, and navigation.
Invite a local kaumātua or DOC ranger who holds mātauranga about local manu.
Kaitiakitanga framing: we are not just observers, we are guardians. What is our responsibility to these species?
Use te reo Māori names: kiwi, kākāpō, tūī, pīwakawaka, kererū, kea, mohua, takahē.

Field Trip Safety

Collect permission slips (template provided) before Week 4.
Brief students on low-impact observation: no running, no loud voices, no touching nests.
Pre-identify 2–3 suitable local sites: school grounds, nearby reserve, riparian zone.

Cross-Curricular Connections

English — Writing field notes, interview skills, poster design
Maths — Data collection, graphing bird count results, percentages
Arts — Scientific illustration of native species
Te Reo Māori — Bird names, whakataukī about manu

Ngā Rauemi — Resources

Lesson Files

Handouts & Templates

Aromatawai — Assessment

Field Survey Report

Students document their Week 4 field survey: location, date, species observed, count data, habitat description, and one inference about what the data suggests about bird health in that area. Assessed using the success criteria.

Community Action Poster

Students design a poster to share with their school community about one native bird species and a kaitiakitanga action others can take. Assessed using the poster rubric.

Curriculum Alignment

Science L4 — Living World: ecology, adaptation, interdependence
Social Studies L4 — People and the environment; sustainability
Aotearoa NZ Histories — Māori relationships with the natural world

Curriculum alignment

Social Studies — Understanding: Students understand how economic decisions affect people and communities and how Māori economic models reflect cultural values and environmental responsibility.