🎯 Learning Intentions
- I can describe water using sensory words and kupu Māori.
- I can take simple measures (pH strips, temperature) and record data.
- I can identify a next question or action from what we observed.
✅ Success Criteria
- I can record pH and temperature accurately in the data table.
- I can describe water clarity/smell using a word bank.
- I can share one observation and one wonder about our awa.
🧭 Lesson Flow
- Prep (5): Safety/tikanga reminder, gear check, roles.
- Field walk (25): Use observation sheet for clarity, smell, litter; take pH/temperature readings; tally any macroinvertebrates.
- Back in class (15): Transfer pH/temperature to data table; quick bar graph sketch (whiteboard or mini chart).
- Share (10): Pair share one observation + one wonder.
- Exit (5): “One thing we could do next for this awa…”
📄 Resources
- Observation sheet
- Data table
- pH strips, thermometers, clipboards, pencils
- Gloves/bags if collecting litter count; hand sanitiser
- NIWA SHMAK: Stream Health Monitoring guide
🎬 Media Anchor
Media Anchor: Testing Water Quality Safely
- Before: list the steps for a fair pH test.
- After: write one safety tip and one way to improve your test plan.
🧰 Differentiation
- Provide word bank with kupu + emojis for sensory notes.
- Use partner roles: reader/recorder/measurer to support all learners.
- Extension: Compare two micro-sites (shade vs sun) and note differences.
✅ Checks for Understanding
- Students can read their pH strip result and explain if it’s acidic/neutral.
- Students note one pattern on the quick bar graph (highest/lowest measure).