📚 Lessons / Ngā Akoranga
NZ Ecosystems & Whakapapa
Understanding ecosystem components and native species interactions through Māori perspectives.
Biodiversity & Endemism
Why Aotearoa has unique species and what threatens them.
Field Study - Rangahau Taiao
Conducting real biodiversity surveys and analyzing ecosystem health.
Human Impact & Conservation
Analyzing threats to NZ ecosystems and conservation strategies.
Restoration & Kaitiakitanga
Ecological restoration through Māori guardianship principles.
Guardians of the Future
Synthesizing learning into conservation action campaigns.
📄 Resources / Ngā Rauemi
📝 Handouts
📊 Assessment Rubrics
🎮 Interactive Activities
🌿 Key Māori Concepts
Curriculum alignment
- Ecosystems — Practices: Constructing models of species interactions using food webs, nutrient cycles, or habitat maps to explain the interconnected nature of ecosystems
- Ecosystems — Knowledge: Ecosystems can usually regenerate naturally, and humans can support this through conservation and restoration.
- Ecosystems — Knowledge: Indigenous knowledge systems, such as mātauranga Māori, are often founded on long-term observations of environmental patterns. For example, ngā tohu o te taiao can be used to …
- Ecosystems — Knowledge: Marama Muru-Lanning (Contemporary) explores mātauranga Māori as environmental knowledge, linking Indigenous perspectives to ecological science.
- Ecosystems — Practices: Interpreting data (e.g. graphs, maps) to evaluate how human activity (e.g. agriculture, resource extraction) influences ecosystem stability and biodiversity
🚀 Extension Activities
🚀 Extension Activities
To be populated in Phase 3: Three extension pathways — entry-level, developing, and mastery — that deepen engagement with unit themes.
Entry-level Extension
Lower cognitive load; same theme. [Title] — [description] — Deliverable: [what they produce]
Developing Extension
Standard depth; connects across unit. [Title] — [description] — Deliverable: [what they produce]
Mastery Extension
High cognitive load; applies to new context. [Title] — [description] — Deliverable: [what they produce]
Instructions for Phase 3: Extensions should be real depth work, not busy work. Tied to unit substance, not generic.
🔗 Unit Progression & Next Steps
🔗 Unit Progression & Next Steps
To be populated in Phase 3: A narrative of this unit's lesson arc. How do students progress from opening inquiry to final synthesis?
Lesson Sequence (auto-generated in Phase 3):
- 📖 Lesson 1: [Title] — [1-line learning focus]
- 📖 Lesson 2: [Title] — [1-line learning focus]
- 📖 ... [continue for all lessons]
Instructions for Phase 3: Auto-generate from lessons/ directory. Write a 1-line focus for each lesson (what does it add to the unit arc?). End with a bridge to next unit or real-world application.
📋 Teacher Planning Snapshot
📋 Teacher Planning Snapshot
Ngā Paearu Angitū — Success Criteria
To be populated in Phase 3: 3–5 success criteria, each tied to a Learning Intention. Use "I can..." language. Be specific to this unit, not generic.
- ✅ I can [LI 1 evidence] (LI 1)
- ✅ I can [LI 2 evidence] (LI 2)
- ✅ I can [LI 3 evidence] (LI 3)
Differentiation & Inclusion
To be populated in Phase 3: Specific scaffolds for this unit.
Entry-level learners: [What structure, resource, or task simplification helps?]
ELL / ESOL: [Pre-teach vocabulary, visual supports, home-language thinking time?]
Accelerated learners: [What depth or autonomy challenge?]
Neurodiverse / Inclusion: [Sensory, attention, processing adaptations? Strengths-based.]
Instructions for Phase 3: Differentiation is NOT generic (e.g., "pair with buddy"). It's specific to THIS unit's content and structure. Know your learners; adapt by evidence.