📚 Unit Plans → 🌟 Kaitiakitanga Unit → 📖 Lesson 1: Our Special Place
Years 4–6 Lesson 1 of 5 45-60 minutes Kaitiakitanga

Years 4–6 pitch · Lesson 1: Our Special Place

Students begin their kaitiakitanga journey by exploring their local environment, learning to observe carefully, and understanding their connection to...

Lesson 1: Our Special Place - Tō Tātou Wāhi

Years 4–6 pitch · Lesson 1

Years 4–6: boundary, then evidence

Ākonga define and justify the boundary of the place they are studying, then record at least six classified observations.

  • Years 4–6 move: Sketch map, stated boundary + reason, six classified observations
  • Evidence it produces: A boundary with its reason, and observations tagged living / non-living / made by people
Same topic at the other level: Years 0–3 pitch →
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Lesson 1: Our Special Place - Tō Tātou Wāhi

Exploring and Connecting to Our Local Environment

Students begin their kaitiakitanga journey by exploring their local environment, learning to observe carefully, and understanding their connection to place.

Whakatūwhera - Cultural Opening

Every place is special. The place where we learn, play, and live is important to us. In Te Ao Māori, we are connected to the land (whenua) and the places around us. Today we will explore our special place and learn to see it with new eyes.

"Ko au te awa, ko te awa ko au" (Whanganui pepeha. Te Awa Tupua (Whanganui River Claims Settlement) Act 2017 records it as expressing the inseparable connection between the iwi and hapū of Whanganui and the Whanganui River — a specific relationship, not a general saying about nature. Teach it as theirs.)

I am the river, and the river is me - we are all connected to our place.

Ngā Whāinga Ako - Learning Intentions

Students Will Learn

  • That a place has boundaries you can define — and that where you draw them changes what counts as "our place"
  • How to record an observation so someone who was not there can use it
  • Kupu for place and the relationships they carry: wāhi, whenua, takiwā, tūrangawaewae
  • That different people hold different responsibilities for the same place

Students Will Demonstrate

  • A labelled sketch map of their place with a stated boundary and a reason for it
  • At least six recorded observations, each tagged living / non-living / made by people
  • Correct use of two kupu beyond wāhi in their own writing
  • One question about their place that the walk did not answer

📺 YouTube Video - Our Special Place

Connect to whenua and discuss what makes places taonga.

  • Before watching: name one place you feel responsible for.
  • After watching: record one action to care for that place this week.
Use it here

📄 Place Observation Journal

Hand this out before you leave the classroom. Ākonga set and justify the boundary on it, sketch the map, then record their six classified observations in the field — it is the lesson's evidence, not an optional extra.

Open the Place Observation Journal →

Ngā Mahi - Lesson Activities (45-60 minutes)

1. Kia Ora Circle - Sharing Our Place (10 mins)

Years 4–6 pitch. The circle stays, the question hardens. Instead of "what is your special place", ask: "Name a place you have a responsibility to — and say who else has one to the same place." Ākonga this age can hold that two people can both be responsible for one place and want different things from it, which is the whole of kaitiakitanga and the reason this unit is not just a nature walk. The picture-card support below is for ākonga who need it, not the default.
Cultural Protocol: Sit in a circle (everyone in one circle, facing each other). Begin with a simple greeting: "Kia ora koutou" (hello everyone). Model respect for the place we are in.

Setup: Students sit in circle. Teacher asks: "He aha tō wāhi pai?" (What is your special place?)

Teacher Modelling:

"Kia ora koutou. My special place is [school playground/garden/classroom]. I like it because [reason]. He aha tō wāhi pai? What is your special place?"

Student Sharing: Each student shares one special place (can be school, home, park, beach, etc.). Use sentence starter: "My special place is..." or "Tōku wāhi pai ko..."

Differentiation:
  • Support: Provide picture cards of different places. Students can point and say "This is my special place."
  • Extension: Students describe why their place is special using more detail.
  • Inclusive: All places valued - school, home, parks, cultural places, anywhere meaningful to the child.

2. Nature Walk - Observing Our Place (15-20 mins)

Years 4–6 pitch. Sensory prompts are the junior version. Here the walk is a survey: ākonga carry a sketch map, mark where each observation was made, and tag every one as living / non-living / made by people. Before returning they must draw a boundary around "our place" and be able to defend it — a fence, a catchment, a walking distance are all valid, but the reason must be stated. Back in class the disagreement about where the boundary sits is the discussion, not a problem to resolve.

Exploration: Take students on a walk around the school grounds or nearby area. Focus on careful observation.

Observation Prompts:

  • "What do you see?" (He aha tō kite?)
  • "What do you hear?" (He aha tō rongo?)
  • "What do you feel?" (He aha tō rongo?)
  • "What do you smell?" (He aha tō hongi?)
Safety: Set clear boundaries for the walk. Use buddy system. Remind students to look but not touch unless safe to do so.
Differentiation:
  • Support: Use visual observation cards (see, hear, feel, smell). Students can point to what they notice.
  • Extension: Students record observations in simple sentences or drawings with labels.
  • Physical Needs: Adapt walk for accessibility. Can observe from classroom window or photos if needed.

3. Creating Our Place Map (15-20 mins)

Creative Project: Students create a drawing or map of their special place or the place they observed.

Options:

  • Drawing: Free drawing of their place
  • Map: Simple map showing features
  • Collage: Using natural materials collected (if safe)
  • Photo Story: If using tablets/cameras

Te Reo Labels:

Encourage students to label their drawings with Te Reo words:

  • Wāhi: Place
  • Whenua: Land
  • Rākau: Tree
  • Papa tākaro: Playground
Differentiation:
  • Support: Provide templates or tracing options. Use stickers or stamps.
  • Extension: Add written descriptions, create detailed maps with legend.
  • Creative: Allow various art materials - crayons, paint, natural materials.

4. Sharing Our Place Maps (5-10 mins)

Respectful Sharing: Students share their place maps in pairs or small groups.

Sharing Prompts:

  • "This is my special place..."
  • "I drew..."
  • "I like this place because..."
Teacher Role: Celebrate all places shared. Highlight connections between students' places. Model appreciation: "Kia ora" (thank you) after each share.

Aromatawai - Assessment & Next Steps

Formative Assessment

  • Observation: Can students identify features of their place?
  • Participation: Are they engaged in sharing and listening?
  • Te Reo: Are they using new words (wāhi, whenua)?
  • Connection: Do they show understanding of place connection?

Homework & Extension

  • Whānau Share: Show family your place map and tell them about it
  • Home Observation: Observe your home place - what do you notice?
  • Te Reo Practice: Practise saying "wāhi" and "whenua" at home
  • Photo Collection: Bring photos of special places to share next lesson

Whakaaro - Reflection

Today we learned that every place is special. We are all connected to the places around us - our school, our home, our community. When we care about our place, we care about ourselves and each other. Next time, we will learn about the living things in our place.

"Ko au te awa, ko te awa ko au" - We are all connected to our place.

Curriculum alignment

  • Pāhekoheko — Practices: In te ao Māori, introducing your whānau is important because it helps people understand who you are and where you come from and builds respectful connections.