📚 Unit Plans → 🌟 Kaitiakitanga Unit → 📖 Lesson 5: Sharing Our Learning
Years 4–6 Lesson 5 of 5 45-60 minutes Te Reo Māori / Learning Languages

Years 4–6 pitch · Lesson 5: Sharing What We Did

Students share and celebrate their kaitiakitanga learning journey, presenting their work to whānau and the school community, and reflecting on what...

Lesson 5: Sharing Our Learning - Whakawhiti Kōrero

Years 4–6 pitch · Lesson 5

Years 4–6: claim, evidence, limit, next

Ākonga make a claim grounded in their own counts, name what did not work or remains uncertain, and say what should happen next.

  • Years 4–6 move: Claim tied to collected evidence, with a stated limit
  • Evidence it produces: A conclusion citing own data, one honest limitation, one next action
Same topic at the other level: Years 0–3 pitch →
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Lesson 5: Sharing Our Learning - Whakawhiti Kōrero

Presenting and Celebrating Our Work in Our Environment

Students share and celebrate their kaitiakitanga learning journey, presenting their work to whānau and the school community, and reflecting on what they've learned.

Whakatūwhera - Cultural Opening

Today we celebrate! We've learned about our place, discovered living things, learned about kaitiakitanga, and taken action. Now we share our learning with others - our whānau, our school, our community. Sharing our learning helps others understand how to be kaitiaki too.

"Whakawhiti kōrero"

Sharing our words/stories - today we share what we've learned and done.

Ngā Whāinga Ako - Learning Intentions

Students Will Learn

  • How to share their learning
  • What they've learned about kaitiakitanga
  • How to present their work
  • That sharing helps others learn

Students Will Demonstrate

  • Presenting their work clearly
  • Explaining what they learned
  • Sharing with pride
  • Reflecting on their journey

📺 YouTube Video - Sharing Our Learning

Model clear communication for community sharing.

  • Before watching: what makes a message memorable for whānau?
  • After watching: improve one part of your presentation/poster.
Use it here

📄 Assessment Rubric

Share the rubric with ākonga before they present. It scores the evidence chain — boundary reasoning, counts and comparison, cause and effect, the commitment, the reproducible measure, and the claim with its limit — not presentation polish.

Open the Assessment Rubric →

Ngā Mahi - Lesson Activities (45-60 minutes)

1. Preparing Our Presentations (15 mins)

Years 4–6 pitch. Every claim needs its evidence attached. Ākonga build the talk as claim → evidence → what we would do next, using the counts and photos from Lesson 4 rather than describing how the work felt.
Cultural Protocol: Begin with "Kia ora koutou." Remind students that sharing our learning is a way of showing manaakitanga (care) for others - we help them learn too.

Preparation: Students prepare to share their learning journey. They can create displays, presentations, or portfolios.

What to Include:

  • Our place maps from Lesson 1
  • Nature art from Lesson 2
  • Kaitiaki promises from Lesson 3
  • Photos/documentation from Lesson 4
  • What we learned
  • What we did
Differentiation:
  • Support: Provide templates. Use sentence starters. Work in pairs.
  • Extension: Students create detailed presentations with multiple elements.
  • Inclusive: Allow various formats - posters, digital, oral, visual.

2. Sharing Our Learning (20-25 mins)

Presentations: Students share their work with the class, whānau, or other classes. Can be done in groups or individually.

Sharing Options:

  • Gallery Walk: Display work, others walk around and view
  • Presentations: Students present to the class
  • Whānau Event: Invite families to see the work
  • School Assembly: Share highlights with whole school
  • Video Tour: Record a video showing the work
Sharing Prompts:
  • "I learned that..."
  • "I did..."
  • "I feel proud because..."
  • "I will continue to..."
Differentiation:
  • Support: Provide sentence starters. Allow one-word responses. Use visual supports.
  • Extension: Students answer questions from audience. Add details and reflections.
  • Inclusive: All students can share in some way - speaking, showing, pointing, using technology.

3. Reflection Circle (10 mins)

Years 4–6 pitch. Reflection at this level names what changed for the place, not what the class enjoyed — plus one thing that did not work and why. A kaitiaki who cannot say that cannot improve, and Year 4–6 ākonga are well able to.

Reflection: As a class, reflect on the whole unit journey.

Reflection Questions:

  • "What did you learn about your place?"
  • "What living things did you discover?"
  • "What does kaitiakitanga mean to you?"
  • "What caring action are you most proud of?"
  • "How will you continue to be a kaitiaki?"

Celebration:

Celebrate each student's contribution. Remind them: "Today you have done the work of a kaitiaki — you have looked closely at a place and acted for it. You will continue to care for your place."

Differentiation:
  • Support: Use simple questions. Allow one-word answers. Use pictures.
  • Extension: Students write reflections or create future action plans.
  • Inclusive: All students can participate - speaking, drawing, showing work.

4. Creating Our Final Display (10-15 mins)

Final Project: Create a class display or portfolio showing the whole unit journey.

Display Ideas:

  • Class Mural: Big display showing all the work
  • Portfolio: Collection of all student work
  • Photo Story: Photos with captions showing the journey
  • Video: Video compilation of the unit
  • Exhibition: Set up like a museum or gallery

Title Ideas:

"We Are Kaitiaki" / "He Kaitiaki Mātou" - We are guardians

Differentiation:
  • Support: Provide templates. Work in groups. Use pre-made elements.
  • Extension: Students design and create their own display sections.
  • Creative: Allow various formats and styles.

Aromatawai - Assessment & Next Steps

Formative Assessment

  • Presentation: Can students share their learning clearly?
  • Understanding: Do they understand what kaitiakitanga means?
  • Reflection: Can they reflect on their journey?
  • Pride: Do they feel proud of their work?

Continuing Our Journey

  • Keep Caring: Continue to be kaitiaki every day
  • Whānau Teaching: Teach family about kaitiakitanga
  • Ongoing Actions: Keep doing caring actions at home and school
  • Future Plans: Plan new ways to care for your place

Whakaaro - Reflection

We have completed our kaitiakitanga journey! We explored our place, discovered living things, learned about caring, took action, and shared our learning. You have practised caring for a place and gathering evidence about it — you set a boundary, counted what lives there, worked out a cause, made a commitment someone owned, and tested whether it helped. Those are things you can do again anywhere, for any place that matters to you.

"Ko au te awa, ko te awa ko au" - We are all connected to our place, and we will continue to care for it. (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.)

Curriculum alignment

  • Te Mātaiaho (2025) · Social Sciences · Phase 2 (Years 4–6) · Geography (Knowledge): “People interact with and use places, resources, and environments for personal, social, cultural, and economic reasons.”
  • NZC (2007) · Social Studies · Level 2: “Understand how places influence people and people influence places.”