Years 7–8Tikanga-ā-Iwi / Social Sciences
🎯 Learning Intentions
- I can complete a 5-minute bird count accurately.
- I can record observations using a tally sheet.
- I can follow safety and tikanga for outdoor observation.
✅ Success Criteria
- I completed a 5-minute count with at least 5 tally marks.
- I recorded which manu I saw vs. heard.
- I followed all safety and respect guidelines.
🧭 Lesson Flow
- Review (5): Quick quiz — show bird image, students say Māori name.
- Mini-lesson (10): What is a 5-minute count? Why do scientists count birds? Model
the process: stand still, listen, tally.
- Safety/Tikanga (5): Discuss: How do we show respect to the manu and their space?
Quiet voices, stay on paths, no sudden movements.
- Practice Count (15): Indoor practice with bird call audio. Students use tally sheet.
- Outdoor Count (20): Go to chosen observation spot. Conduct real 5-minute count.
Students record independently.
- Data Check (10): Return to class. Compare: Which manu were most common? Graph
results on whiteboard.
- Exit (5): "One thing that surprised me about our count..."
🎬 Media Anchor
Use this clip as a data-observation warm-up before students complete tally rounds and compare counts.
Turning the Tide | Episode 2: Mātauranga-Led Restoration | RNZ
- Pause and discuss: What changes in an ecosystem would you need repeated counts to notice, rather than a single visit?
- Link to today's task: Students add one evidence note from the clip into their lesson artefact.
🧰 Differentiation
- Support: Pre-mark common birds on tally sheet; buddy observation pairs.
- Extension: Count at two locations; compare and explain differences.
✅ Checks for Understanding
- Tally sheets completed with at least 5 observations.
- Students can explain why bird counts are useful.
- Class graph shows patterns in local manu population.