Years 4–6: what changed?
Ākonga say what is different and what they would do next time.
- Years 4–6 move: A before/after reflection
- Evidence it produces: One named change and one next step
Before you plan from this: Te Kete Ako carries three routes through this kaupapa, not two. The lesson body below is currently near-identical to the Year 7 route’s — this panel describes the intended difference between those two, which is not authored yet, so choose between them on year band rather than on this pitch. The third route sits at the Years 7–8 band and is genuinely different in shape: its lessons are noticeably shorter, around half the length of these. All three are kept; none is being retired.
✨ Week 6: Action & Reflection
The 6-week journey culminates in a tangible kaitiaki action. Students implement their plans, share their advocacy with the community, and reflect on their impact as guardians of the forest.
Focus Question
What difference have we made for our local manu, and what is our next step?
🎥 Media Anchor (8 mins)
Media Anchor: Reflection and Future Guardianship
Watch: Use this reflection source to evaluate your action day and set next-step commitments.
- What responsibility to future generations did your team demonstrate today?
- Name one long-term monitoring action your class should continue beyond this unit.
Ngā Mahi - Action Day
1. Launch & Tikanga (15 mins)
Activity: Welcome whānau and community guests. Review roles and safety protocols. Open with a class karakia to set the intention for the day.
- Karakia Tīmatanga: Acknowledging the birds and the land
- Role Assignment: Photographers, Interviewers, and Action Leads
- Safety Brief: Respectful behaviour around trees and nests
2. Kaitiaki in Action! (45-60 mins)
Activity: Physical implementation of the chosen action (e.g., planting, installing signage, or distributing advocacy flyers). Documentation is captured using the Evidence Capture Sheet.
- The Action: Working in teams to complete the task
- Advocacy: Groups display their posters and PSAs for guests
- Capture: Photographing the work and gathering "Man on the Street" quotes from whānau
3. Reflection & Future Hope (15 mins)
Activity: Return to the kura to debrief. Students complete their Reflection Prompt sheet, focusing on their growth as kaitiaki.
- Reflect: "What was the hardest part? What are you most proud of?"
- Future-focus: "One thing I will do differently at home is..."
- Closure: Karakia Whakamutunga and a collective celebration
💡 Differentiation Strategies
- scaffold support: Oral reflection options (voice record) for students who prefer speaking over writing
- Support: Small group facilitation for the reflection phase
- Extension: Volunteer to write the summary article for the school newsletter or local community council
🌟 Beyond the Unit
Don't let the action stop here! Plan a follow-up bird count in two months to see if the population has changed. Consider joining a national citizen science project — the New Zealand Garden Bird Survey, run by Manaaki Whenua Landcare Research, is the one this unit already uses in Week 2.
📋 Teacher Planning Snapshot
Ngā Whāinga Ako — Learning Intentions
Students will investigate the ecological roles of ngā manu o te taiao — the birds of the natural world — within local habitats, drawing on both science and mātauranga Māori to understand why native birds are taonga and what kaitiakitanga requires of us in their protection.
Ngā Paearu Angitū — Success Criteria
Assess this week against its own criteria above. The unit-wide criteria live once on the unit overview — they are not repeated here, so nobody marks the week against the wrong list.
Differentiation & Inclusion
Scaffold support: A reflection frame: what we saw, what we did, what changed, what we still do not know. Extension: propose next year's count.
ELL / ESOL: Reflection in te reo Māori, English or both.
Inclusion: 'It did not work and here is why' is a strong answer here, not a weak one.
Mātauranga Māori lens: Traditional ecological knowledge of manu was built by repeated observation across generations, and corrected itself the same way. Hold ākonga to that standard in reflection: what did one season of observation establish, and what would need many more?
Prior knowledge: Best used after introductory ecology concepts. Connects well to science food webs and biodiversity units.
Curriculum alignment
- Ecosystems — Knowledge: Biotic and abiotic factors in ecosystems can affect the distribution and abundance of organisms; changes in one part can affect the balance and wellbeing of the whole system.