Kaitiakitanga

Ngā Atua i te Taiao The Māori Gods in the Environment

Using a te ao Māori framework, students think about how carbon emissions impact on the environment. Lesson 3 of 3.

Lesson 3

About this resource

In the final of three lessons in the Kaitiakitanga series, students will combine drama, storytelling and metaphor to think about how carbon emissions impact on our environment locally and globally.  Students participate in group activities and role play, as well as build understanding of the Māori gods as elements of nature.  Students reflect on their experiences to deepen their understanding of, and relationship to, the natural world.

Supporting resources and links

He iti hoki te mokoroa nāna i kakati te Kahikatea.
The mokoroa (grub) may be small, but it cuts through the Kahikatea.

The journey of a thousand miles begins with one step.

Small things make a difference – it only takes a pin to burst a balloon.

A game to show many hands make light work.

You need:

  • 10 buckets and enough plastic mugs for 1 per
    person (about 20).

Activity:

  • The teams have to transport the water from the “pond” to another bucket which is going to be
    used to “put out a fire”.
  • Each team has a minute to carry out the task.
  • At the end measure how much water altogether they were able to collect to put out the fire.

Set up:

  • Fill 5 buckets to be the water resource (pond) – one for each team.
  • Set up the other 5 buckets – one for each team – to take the water to.
  • Set the teams up to reflect a growing number of people and capability, i.e. number of mugs:
    • Team 1: 1 person, 1 mug
    • Team 2: 4 people, 2 mugs
    • Team 3: 7 people, 4 mugs
    • Team 4: 10 people, 5 mugs
    • Team 5: 13 people, 7 mugs

Reflecting on the activity:

  • Who made a difference – who contributed to putting out the fire?
  • Which team contributed the most?
  • How did they achieve that?
  • How could we collect even more water in the same time?
  • How could we collect it with less individual effort?
  • Let’s try some of these solutions.
  • Think, pair, share which way was most efficient and why.

Possible discussions:

    • In the team there may have been arguments over turns or children bumping into each other in the group. This may have slowed things down.
    • Hopefully there would have been some encouragement and enthusiasm in the group.
    • Having more people all doing a little bit should have meant the job was done quicker.
    • The student doing it on their own may have been able to work without hindrance but may have felt disheartened and the job will take a lot longer.

Hot seatingopen_in_new is an interactive drama technique where a character, eg, a character from a story or a person from history, is interviewed or questioned by others about their background, behaviour and motivation. This allows for deeper exploration of their ideas, attitudes and perspectives.

Te aha e whai ake nei? What's next?

Kaitiakitanga

Tirohanga Whānui Kaitiakitanga Overview

Get an overview of all three lessons in the Kaitiakitanga theme and a summary of key information essential for teacher planning.

Curriculum level: Level 2, Level 3 + 1 more

Year level: 4-6, 7-8

Class time: 45-60 minutes

Learning area: Health and Physical Education, English + 3 more