Lesson Overview
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 (LF_SocialSciences): Link to a recent news article from a source like 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.
📋 Teacher Planning Snapshot
Ngā Whāinga Ako — Learning Intentions
Students examine economic systems through a justice lens — exploring how wealth, resources, and power are distributed, and how Māori economic frameworks (Ōhanga Māori, tino rangatiratanga) offer alternative models of collective wellbeing.
Ngā Paearu Angitū — Success Criteria
- ✅ Can analyse an economic system to identify who benefits and who is disadvantaged
- ✅ Explains how Ōhanga Māori and tino rangatiratanga challenge mainstream economic assumptions
- ✅ Proposes justice-centred economic alternatives grounded in manaakitanga and whanaungatanga
Differentiation & Inclusion
Scaffold support: Provide graphic organisers as an entry point for comparing economic systems; use real local examples (Raglan, Waikato) to ground abstract concepts. Extension tasks include researching iwi economic models or analysing a current policy through a rangatiratanga lens.
ELL / ESOL: Pre-teach economic vocabulary alongside Māori equivalents (e.g. Ōhanga Māori/Māori economy, manaakitanga/hospitality-as-value); use visual case studies to reduce text load.
Inclusion: Offer discussion, written, and creative response options; neurodiverse learners benefit from structured debate formats and clear role assignments in group tasks.
Mātauranga Māori lens: Ōhanga Māori as a living economic system — not historical. Manaakitanga and whanaungatanga as economic principles. Tino rangatiratanga as the right of self-determination including economic sovereignty.
Prior knowledge: Basic understanding of supply/demand; awareness of historical land confiscations and Treaty settlements.