🎯 Learning Intentions

• I can name and locate our local awa and key features.
• I can share one pūrākau or story linked to this awa.
• I can map the catchment and identify who uses this water.

✅ Success Criteria

• I can label at least three features on our awa map (source, mouth, tributary).
• I can explain one local awa story and why it matters.
• I can name one way people use the awa and one way to care for it.

🧭 Lesson Flow

• Karanga/Settling (5): Karakia + mihi, frame kaitiakitanga.
• Hook (10): Show two contrasting awa photos; quick “What’s different?”
• Story (10): Share local pūrākau/kaumātua clip if available.
• Wonder board (5): Students add one question about the awa; keep posted for inquiry thread.
• Mapping (20): Students sketch catchment: source, bends, mouths, uses. Add kupu (awa, manga, repo, puna).
• Share (10): Turn-and-talk: “How do we use this awa? How should we care for it?”
• Exit (5): Write 1 kupu + 1 action word on sticky for the class board.

📄 Resources

• Bilingual vocab list
• Local map printouts or blank A3 paper
• Images/video of local awa (before/after if available)
• DOC: Rivers & Streams overview

🎬 Media Anchor

Media Anchor: Why Awa Health Changes

• Before: predict one way pollution could reach your local awa.
• After: note two problems and one action you can apply on your map.

🧰 Differentiation

• Provide pre-labeled map features for learners who need support.
• Offer sentence stems for sharing: “Our awa is important because…”
• Extension: Add human uses with icons (swim, food, water, wānanga).

✅ Checks for Understanding

• Students place a sticker on the map where the awa flows nearest to school/home.
• Exit sticky: 1 kupu + 1 action word.
• Wonder board has at least 3 student questions posted.