1.

Identify an appropriate Māori focused topic for teaching (10%)

Te Moana

Storytelling holds an important place in Māori culture, as Māori society did not have

any form of written language before the arrival of the Europeans. Thus, knowledge

was often passed down orally from generation to generation. Māori myths and

legends present today are evidence of the importance of storytelling. One of the most

popular myths tells the story of how the world was created, by the separation of

Ranginui and Papatuanuku by their sons. Tane, Tu and Tangaroa were tired of being

stifled between the embrace of their parents, and decided to push them apart. Tane

placed his feet on his father and his back on his mother and pushed with all his might.

This caused his father, Ranginui, to be hurled upwards away from his wife,

Papatuanuku. Tawhirimatea, the god of wind, decided to join his father in the sky,

away from the rest of his brothers. Till this day, the sorrow of Ranginui and

Papatuanuku can still be felt through the morning mist and rain (Maitaira, 1975).

Māori also has had a long and strong affiliation with the ocean both physically and

spiritually. Water is considered as the essence of life, as it is a key component in the

survival of other forms of life. The ocean is believed to have mauri, essence of life,

and water bodies were ranked based on their water quality (Wai Maori, 2008). It is

closely associated with wellbeing and health of the Iwi (Morgan, 2006), as they

believed that clean waters would produce and maintain healthy ecosystems as well as

support cultural uses (Wai Maori, 2008). This integral part of water in Māori culture

can be seen through marae often taking the name of the water source that supplies the

hapū. (Morgan, 2006) It also has a spiritual importance, as it is seen as a “connection

between the past, the present and the future” (Morgan, 2006, p. 45). This is commonly

reflected in traditions of taha wairua.

Being located near coastlines and water bodies, Māori looked to the ocean as a great

source for food. Fishing was a common “economical and cultural activity” (Wehi,

Cox, Roa, & Whaanga, 2013, p. 60) among Māori communities in the past and even

today. Although fishing was a common economic activity, it was highly respected by

Māori as the tapu of fishing had a deep connection to the gods. (Te Runanganui o

Ngāti Porou, n.d). Thus, a karakia was often recited as an offering to Tangaroa, the

god of the sea. Māori has a lot of respect for the ocean; therefore, they would offer a

karakia to Tangaroa, god of the sea before fishing as a sign of respect. The

significance of marine resources in Māori culture can be seen through the diet of early

settlers, where it was predominantly seafood. Today, seafood, such as fish, shellfish,

pāua, and pipi are considered a delicacy in Māori culture and are often served during

events (Wehi, Cox, Roa, & Whaanga, 2013).

It is evident that te moana has a huge significance in Māori culture, as can be seen

through mythology as well as the spiritual and physical roles it plays. Therefore, I

think it would be great to narrow the focus to kaimoana as a topic to teach children

about aspects of Māori culture through stories and activities.

2. Identify a range of resources for your selected topic (2.5%), and write an

abstract on three of the most relevant educational resources for teaching and

learning (15%)

Tangaroa’s Gift

Tangaroa’s gift is a picture book written by Mere Whaanga-Schollum, which tells the

story of sad and lonely paua who felt different and disadvantaged from every other

sea creature. As a result he “huddled under the seaweed”. Tangaroa, the god of sea,

saw paua and decided to give him a beautiful shell created from the blue of the sea,

green of the forest, violet of the dawn and pink of the sunset, in the hope that other

sea creatures might admire him. However, that did not happen, instead, they poked

and scratched his shell until it was all gone. Tangaroa then gave him a new coat of

shell, this time much prettier and stronger. Paua was so pretty that all the other sea

creatures gathered to admire him. With his new shell, paua now felt like he was

sticking out too much. Tangaroa felt sorry for paua and concealed it with an outer

coat and keeps the beauty to himself, until the end of his life.

A grin from ear to ear

This story is about a young boy and his koro who goes fishing. The boy is learning

how to fish from his koro, and ends up getting a real big catch that he proudly holds

up for a picture. At this point, koro tells the boy to release the fish back into the sea.

This leaves the young boy surprised and disappointed at the same time. Koro then

explains to the boy why he has to do so and shares about sustainability with him. This

story is not only has a great moral to it, but it also uses several Māori words and

phrases, which could be useful for children to learn. At the end of the story, the author

has a glossary with the English translation of the Māori words in the story, which I
find rather helpful for children who may not be able to decipher the meanings of the

words from the story and illustrations.

This is a sustainable fish video

This video talks about the difference between farmed fish and wild fish, as well as

what sustainability looks like. It emphasizes the importance of sustainable fishing as

wild fish are caught at a faster rate than they can reproduce. Fishing wild fish can also

sometimes result in other sea creatures getting caught and hence disrupt the

ecosystem. It continues to explain what sustainable fishing is - that is a way of fishing

that does not threaten the survival of its species or the ecosystem. The video also

addresses farmed fishing and how it can affect the ecosystem at large. For example,

waste from fishing farms can pollute the ocean and farm fishes are generally

genetically different from wild fish, which can impact the ecosystem if they escape

into the wild. It provides information so children will know how to select sustainable

seafood items. This video has colourful animations and simple language that will be

easy for children to understand.

Reference for lessons

Kahukura, A. (2010). Learning Colours in Maori and English. Wellington, NZ: Tui
Books.

Kahukura, A. (2010). Under the Ocean in Maori and English. Wellington, NZ: Tui
Books.

MacGregor, J. (2011). Tiakana a Tangaroa – Protect Our Seas. School Journal, Level
2 (pp. 2-11). Wellington, NZ: Learning Media.

Watson, T. (2011). A Grin from Ear to Ear. School Journal, Level 2 (pp. 12-17).
Wellington, NZ: Learning Media.

Maitaira, K. (1975). Maori Legends for Young New Zealanders. Auckland, NZ: Paul
Hamlyn Limited.

Ministry of Education. (n.d.). He aha tēnei? – What is this?. Retrieved from

http://tereomaori.tki.org.nz/Teacher-tools/Te-reo-Maori-lesson-plans/Curriculum-
level-2/He-aha-tenei-What-is-this

Ministry of Education. (n.d.). He aha tō hiahia? – What would you like?. Retrieved
from http://tereomaori.tki.org.nz/Teacher-tools/Te-reo-Maori-lesson-
plans/Curriculum-level-2/He-aha-to-hiahia-What-would-you-like

Prevention Magazine. (2014). This is a sustainable fish [video file]. Retrieved from
https://www.youtube.com/watch?v=6ps0truARKs

Slade, S. (2013). What Eats What in an Ocean Food Chain. North Mankato,
Minnesota: Capstone Publishing.

Whaanga-Schollum, M. (2002). Tangaroa’s Gift. Auckland, NZ: Scholastic.

3. Write two demonstrable/assessable learning intentions for your chosen topic

(5%)

My topic is Kaimoana.

Students will be able to:

- Ask and answer questions about their favourite kaimoana.

- Advice people on how they can fish sustainably.

These assessable learning intentions are in line with the achievement objectives (2.3

Students should be able to communicate about likes and dislikes, giving reasons

where appropriate) from the Māori language curriculum as well as the theme of Te

Moana.

Māori Theme: Te Moana
Two learning intention for
your two learning activities
(selected from your two
assessable Learning
Intentions) These link to N Z
Curriculum and/or from
Māori Language Curriculum
Achievement Objectives)
Māori Language
Curriculum Language
Modes with relevant
language skills
Māori language and
content
(key vocabulary, phrases,
whakatauki, waiata etc)
Socio-cultural, tikanga to
be taught
Lesson Plan
Topic: Kaimoana Year level
4/5
Learning intention 1:
Students will be able to ask and answer what their favourite
kaimoana is in Māori.
Māori language curriculum AO:
2.3 Students should be able to communicate about likes and
dislikes, giving reasons where appropriate
Learning intention 2:
Students will be able to advice people on how they can fish
sustainably.
Whakarongo, Kōrero, Tuhituhi, Whakaatu
Key vocabulary: ika, whare, tohorā, pāpaka, wheke, mako,
rimurimu, tarawera, koura, pāua, matire.
Phrases:
- He aha tō hiahia? / He ___ taku hiahia.
- He ___ tēnei.
 Students will learn how to ask and respond with regards to
their favourite kaimoana.
 Children will learn the importance of sustainability to
Māori and how to show respect for the ocean.
 I will teach the children the fishing karakia to reinforce the
idea of having respect for te moana.
Learning Activity 1
(Approx. 20 to 40 minutes)
Be specific, include resources
that will be used
Learning Activity 2
(Approx. 20 to 40 minutes)
Introduce the topic of kaimoana by reading the story of Tangaroa’s
gift (Whaanga-Schollum, 2002), which focuses on pāua. Students
will discuss what they think the moral of the story is and they will
share about elements of the pāua that makes it pretty. I will ask the
children if they know what pāua is called in English.
Children will then think about what other ‘gifts’ there are in the
ocean. The brainstormed words will be written on the board. We
will then go over those English words and learn the Māori names
of those words using ‘Under the ocean in Māori and English’
(Kahukura, 2010). I might include colour vocabulary using
‘Learning colours in Māori and English’ (Kahukura, 2010) to
challenge the kids if they already are familiar with the names of
seafood. Kids will then learn to describe various kaimoana using
TKI (n.d.) resources.
Once they are able to describe the colour of the kaimoana, I will
further challenge them by introducing the basic structure on how
to ask about someone likes and how to respond to that using TKI’s
(n.d.) Māori resources on how to express likes and dislikes. Kids
will pair up with a partner and practice those phrases. Once
they’ve mastered it, I will include flashcards with pictures of
various kaimoana, and children will have to ask each other what
they like in Māori and respond using the name of the kaimoana on
the flashcard.
To link back to the story of Tangaroa’s gift, the children will then
be given a square piece of paper, where they will have to draw one
sea creature, label it with the Māori name, colour and design it
with Māori patterns. All their work will be displayed around the
class.
Recap what they learnt in the previous lesson.
Introduce the idea of sustainability of marine resources through a
story in the school journal (Watson, 2011). Through the story,
children will be able to learn some new Māori words by using the
illustrations as clues. We will then go through the meanings of
those words. At the end of the story, I will ask the children to think
about why the fish had to be released back into the ocean.
I will board the word ‘sustainability’ and get students to share
what they think it means. I will get students to think about the role
of fishes in the ocean. Using the ocean food chain book (Slade,
2013), students will see the impact that each marine creature plays
in the ocean and why sustainability is important. I will play a short
video (Prevention Magazine, 2014) to further explain what
sustainable fishing is and why it is important.
In groups, students will do some further research on how to fish
sustainably and design posters to inform others and present it to
the class.
Success Criteria, assessments Students will be able to ask and respond to questions about their
likes and dislikes about kaimoana.

Students will be assessed through a class activity game using

flashcards.

Students will be able to understand the concept of sustainable

fishing.

They will be assessed through the poster and presentation that they
present at the end of the lesson.

Resources/References
Kahukura, A. (2010). Learning Colours in Maori and English.
Wellington, NZ: Tui Books.

Kahukura, A. (2010). Under the Ocean in Maori and English.

Wellington, NZ: Tui Books.

Watson, T. (2011). A Grin from Ear to Ear. School Journal, Level

2 (pp. 12-17). Wellington, NZ: Learning Media.

Ministry of Education. (n.d.). He aha tēnei? – What is this?.

Retrieved from http://tereomaori.tki.org.nz/Teacher-tools/Te-reo-
Maori-lesson-plans/Curriculum-level-2/He-aha-tenei-What-is-
this

Ministry of Education. (n.d.). He aha tō hiahia? – What would you

like?. Retrieved from http://tereomaori.tki.org.nz/Teacher-
tools/Te-reo-Maori-lesson-plans/Curriculum-level-2/He-aha-to-
hiahia-What-would-you-like

Prevention Magazine. (2014). This is a sustainable fish [video

file]. Retrieved from
https://www.youtube.com/watch?v=6ps0truARKs

Slade, S. (2013). What Eats What in an Ocean Food Chain. North

Mankato, Minnesota: Capstone Publishing.

Whaanga-Schollum, M. (2002). Tangaroa’s Gift. Auckland, NZ:

Scholastic.
References

Kahukura, A. (2010). Under the Ocean in Maori and English. Wellington, NZ: Tui
Books.

Kahukura, A. (2010). Learning Colours in Maori and English. Wellington, NZ: Tui
Books.

MacGregor, J. (2011). Tiakana a Tangaroa – Protect Our Seas. School Journal, Level
2 (pp. 2-11). Wellington, NZ: Learning Media.

Maitaira, K. (1975). Maori Legends for Young New Zealanders. Auckland, NZ: Paul
Hamlyn Limited.

Ministry of Education. (n.d.). He aha tēnei? – What is this?. Retrieved from

http://tereomaori.tki.org.nz/Teacher-tools/Te-reo-Maori-lesson-plans/Curriculum-
level-2/He-aha-tenei-What-is-this

Ministry of Education. (n.d.). He aha tō hiahia? – What would you like?. Retrieved
from http://tereomaori.tki.org.nz/Teacher-tools/Te-reo-Maori-lesson-
plans/Curriculum-level-2/He-aha-to-hiahia-What-would-you-like

Morgan, B. (2006). Waiora and Cultural Identity: Water quality assessment using the
Mauri Model. Alternative, 3(1), 43-67. Doi: 10.1177/117718010600300103

Prevention Magazine. (2014). This is a sustainable fish [video file]. Retrieved from
https://www.youtube.com/watch?v=6ps0truARKs

Slade, S. (2013). What Eats What in an Ocean Food Chain. North Mankato,
Minnesota: Capstone Publishing.

Te Runanganui o Ngāti Porou. (n.d.). Hi Ika: The Ngati Porou Fisheries Settlement.
Retrieved from http://www.ngatiporou.com/article/hi-ika-ngati-porou-fisheries-
settlement

Wai Māori. (2008). Discussion on Fresh Water – Summary. Wellington, NZ:

Retrieved from
http://www.waimaori.maori.nz/documents/publications/Discussion%20on%20Fresh
water%20-%20A%20Wai%20Maori%20Perspective.pdf

Watson, T. (2011). A Grin from Ear to Ear. School Journal, Level 2 (pp. 12-17).
Wellington, NZ: Learning Media.

Wehim P., Cox, M., Roa, T.m & Whaanga, H. (2013). Marine resources in Māori oral
tradition: He kai moana, he kai mā te hinengaro. Journal of Marine and Island
Cultures, 2(2), 59-68. Doi: https://doi.org/10.1016/j.imic.2013.11.006

Whaanga-Schollum, M. (2002). Tangaroa’s Gift. Auckland, NZ: Scholastic.