Lesson 5: Restoration & Kaitiakitanga

Starter (10 mins)

Restoration Success Stories

Show before/after images of successful NZ restoration projects:

Zealandia (Wellington) - from farmland to native forest
Tiritiri Matangi Island - from bare paddocks to wildlife sanctuary
Tāwharanui Peninsula - predator-proof fence success
Local restoration project in your area

Discussion: What do all these projects have in common? What made them successful?

Key Learning: Restoration takes time, planning, and ongoing commitment from communities.

Hands-On Activity (30 mins)

Native Plant Nursery Workshop

Students engage in practical restoration by planting native seedlings:

Species for Planting:

Harakeke (flax): Hardy wetland plant, culturally significant
Kōwhai: Iconic yellow flowers, nitrogen-fixing
Mānuka: Fast-growing pioneer species
Pōhutukawa: Coastal native, "Christmas tree"
Cabbage tree (tī kōuka): Distinctive architectural plant

Planting Process:

Prepare potting mix (peat, sand, compost)
Fill seed trays with appropriate mix
Plant seeds at correct depth (follow packet instructions)
Water gently and label clearly
Place in propagation area with appropriate lighting
Create plant care schedule for ongoing monitoring

Cultural Protocol: If your school's kawa includes karakia before working with living things, open with it — led by someone with the standing to do so, never compelled. No karakia is scripted here; the right one belongs to your kura, your kaiako Māori or kaumātua. Frame the planting as an act of care for the mauri of the plants. Kaitiakitanga is a role ākonga can choose to step into through this work, not an identity assigned to the class.

🪶 Kaiako — mātauranga handoff. The planting protocol above (karakia for working with plants, and how kaitiakitanga is properly taken up rather than assigned) is cultural content for kaiako Māori, kaumātua or local iwi to shape for your context. The horticultural scaffold is ready to teach; the tikanga around it is theirs to supply. Final phrasing of this protocol is registered for review.

Digital Activity (15 mins)

EcoRestore NZ Virtual Game

Students use online restoration simulation to understand ecosystem succession and restoration challenges:

Game Scenarios:

Abandoned farmland restoration
Post-logging forest recovery
Urban park native habitat creation
Coastal dune stabilization

Game Mechanics:

Choose appropriate species for different conditions
Manage budget and time constraints
Deal with challenges (drought, pests, vandalism)
Monitor success indicators over time

Learning Focus: Understanding ecological succession, plant community interactions, and restoration timeline realities.

Group Planning (20 mins)

School Restoration Proposal

Teams develop realistic restoration proposals for school grounds improvement:

Team Roles:

Ecologist: Species selection and planting design
Project Manager: Timeline and resource planning
Budget Analyst: Cost estimation and funding sources
Community Liaison: Stakeholder engagement and maintenance plan

Proposal Elements:

Site assessment - current conditions and potential
Goals - what ecosystem are we creating?
Species selection - appropriate natives for site conditions
Planting plan - layout and succession planning
Maintenance schedule - watering, weeding, monitoring
Budget breakdown - plants, materials, labour costs
Community involvement - how to engage students/parents

Proposal Template

Plenary (10 mins)

Kaitiakitanga Reflection

Connect practical restoration work to Māori guardianship principles:

Discussion Questions:

How does planting native species demonstrate kaitiakitanga?
What responsibilities do we have to future generations?
How can restoration heal both land and people?
What would successful restoration look like in 50 years?

Cultural Teaching: Explain traditional Māori ecological management - seasonal restrictions, habitat enhancement, species protection.

Action Commitment: Students write personal commitments for ongoing restoration involvement.

Māori Restoration Philosophy

Te Mana o te Taiao: The power and authority of nature must be respected and restored.

Key Concepts:

Whakapapa: All life is connected - restoration strengthens these connections
Mauri restoration: Bringing back the life force of damaged ecosystems
Intergenerational responsibility: Planting for future generations, not just ourselves
Holistic approach: Restoration includes spiritual, cultural, and ecological dimensions

Practices to plan with your kaiako Māori or local iwi:

Planting māhuri (saplings): young trees planted and cared for. Where your kura's kawa includes karakia, follow the protocol above — led by someone with the standing to do so, never compelled. Māhuri names the sapling itself; do not present it to students as the name of a practice unless your local source does.
Rāhui: protecting an area while it recovers. Who may place a rāhui, and over what, is decided by mana whenua — not by a class.
Planting to the maramataka: timing work by the Māori lunar calendar. Maramataka vary between iwi and rohe, so use the one your local source supplies rather than a generic published table.

🪶 Kaiako — mātauranga handoff. The three practices above are named here as planning prompts, not taught as tikanga. Which of them apply in your rohe, who holds the authority to enact them, and the correct local maramataka are for kaiako Māori, kaumātua or mana whenua to supply. The restoration scaffold is ready to teach without any of them. Registered for review.

Long-term Investigation

Restoration Monitoring Protocol

Set up scientific monitoring of restoration areas to track success over time:

Monitoring Equipment: Measuring tapes, cameras, data sheets, plant identification guides

Monthly Measurements:

Plant survival rates: Count living vs dead plants
Growth measurements: Height and spread of key species
Health indicators: Leaf colour, flowering, pest damage
Colonisation: New species arriving naturally
Soil health: Basic pH and moisture tests
Wildlife observations: Birds, insects, other fauna

Data Analysis: Create graphs showing restoration progress, identify most/least successful species, correlate success with environmental conditions.

Adaptive Management: Use monitoring data to improve restoration techniques over time.

Hands-On Extensions

School Rain Garden

Design and plant a rain garden to manage stormwater while creating native habitat. Include plants like harakeke, carex, and mānuka.

Native Food Forest

Create an edible native plant garden with traditional Māori food plants: kawakawa, horopito, puha, and native fruit trees.

Wildlife Corridor

Plant native species to connect isolated habitat patches on school grounds, creating pathways for birds and insects.

Vertical Ecosystems

Create living walls with native epiphytes, ferns, and climbing plants - perfect for limited space situations.

Assessment Task

Local Area Restoration Proposal

Task: Create a detailed restoration plan (600 words + diagrams) for a degraded area in your local community.

Requirements:

Site Analysis: Current ecosystem state, problems, and restoration potential
Goals & Vision: What ecosystem type are you restoring to?
Species Selection: Appropriate native plants with scientific justification
Implementation Plan: Realistic timeline with phases
Budget Estimation: Costs for plants, materials, and labour
Community Involvement: How to engage local stakeholders
Monitoring Plan: How will you measure success?
Cultural Considerations: Māori values and traditional knowledge integration

Presentation: 5-minute presentation to "council" (class) arguing for project approval.

Assessment Rubric

Community Partnership Opportunities

DOC Community Conservation: Volunteer for local restoration projects
Forest & Bird Society: School partnership programs
Local Iwi Groups: Cultural restoration projects
City Council: Urban forest and park restoration initiatives
Landcare Groups: Stream restoration and native planting
Trees for Survival: School nursery partnership program
Predator Free Groups: Local pest control initiatives

Resources Needed

Planting Supplies:

Native plant seeds/seedlings
Seed trays and potting mix
Small hand tools (trowels, secateurs)
Watering equipment
Plant labels and permanent markers
Basic propagation setup (warmth/light)

Digital Resources:

EcoRestore simulation game
Native plant identification apps
Restoration project case studies
Traditional Māori plant use resources
DOC restoration guidelines

Restoration Calendar - When to Plant

Spring (Sept-Nov)

Best for: Most native trees and shrubs. Soil warming, increasing daylight. Many maramataka identify planting times in this period — but maramataka vary between iwi and rohe, so use the one your local source supplies rather than a single national season.

Summer (Dec-Feb)

Limited planting: Only if irrigation available. Good for hardier species like mānuka and kānuka.

Autumn (Mar-May)

Excellent timing: Soil still warm, increasing rainfall. Plants establish before winter.

Winter (Jun-Aug)

Avoid planting: Focus on planning, seed collection, and nursery preparation for spring.

Teacher Notes

Plant Safety: Some native plants can cause skin irritation. Have students wash hands after handling. Check for plant allergies.
Equipment Management: Assign tool monitors, have washing station ready, count tools before and after use.
Ongoing Care: Establish student roster for daily plant watering and weekly monitoring of planted seedlings.
School Approval: Get permission before any actual planting on school grounds. Involve groundskeeper in planning.
Seasonal Timing: Best to run this lesson in autumn or spring when actual planting is appropriate.
Cultural Sensitivity: If involving karakia or cultural protocols, ensure appropriate guidance from local iwi or Māori staff.
Extension Opportunities: Connect with local restoration groups for field trip opportunities and expert guest speakers.

Media Anchor: Restoration and Kaitiakitanga

Watch and capture evidence before moving into the lesson tasks.

Which restoration strategies in the clip are most transferable to your local context?
How does mātauranga Māori shape restoration priorities and long-term care?

Curriculum alignment

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 — Practices: Observing local ngā tohu o te taiao, such as flowering of certain plants or bird migrations, and explaining why these indicators can be used to understand and predict other en…
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.
Body Systems — Practices: Linking data to the observed disruptions in hormonal control that can lead to conditions like Type 1 and Type 2 diabetes