Lesson Overview
This capstone lesson is about taking the knowledge and skills developed throughout the unit and applying them to real-world action. Students will finalize their design challenges and present them, and we will explore opportunities for ongoing community engagement and environmental leadership.
Enrichment Suggestion (LF_STEM): Add a "Next Steps" section linking to local conservation groups like DOC or local iwi environmental projects to bridge the gap between classroom learning and real-world action.
Learning Activities
1. Do Now: Final Touches (15 mins)
Groups get together to put the finishing touches on their presentations for the Sustainable Technology Design Challenge.
2. Innovation Showcase (30 mins)
Each group presents their design challenge solution to the class. Presentations should be 3-4 minutes long and cover the key aspects of their design. The class is encouraged to ask questions and provide constructive feedback.
3. From Project to Action (10 mins)
Class discussion: How could we take these ideas further? What local organizations could we partner with? Brainstorm a list of potential community action projects (e.g., starting a school-wide composting system, a tree-planting day, a campaign to reduce plastic waste).
📋 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.