Biochemistry of Rongoā
Biochemistry of Rongoā · Years 7–10
Ngā Whāinga Akoranga · Learning Intentions
- Investigate a scientific concept or phenomenon using observation and evidence
- Apply scientific understanding to explain natural processes and systems
- Connect scientific knowledge to environmental decision-making and kaitiakitanga
- Evaluate how both mātauranga Māori and Western science contribute to understanding
Paearu Angitu · Success Criteria
- I can describe the key concept or phenomenon accurately using scientific vocabulary
- I can explain how evidence supports my scientific understanding
- I can connect scientific knowledge to at least one real-world environmental application
- I can identify where mātauranga Māori and Western science perspectives intersect or differ
Two Lenses, One Plant
For centuries, Māori tohunga (experts) have used native plants to heal illness. Today, biochemists analyse these same plants to find potent chemical compounds. Both systems work, but they explain the "how" differently.
The Rongoā Lens
Healing is holistic. It treats the tinana (body), wairua (spirit), and hinengaro (mind). Plants are seen as living relatives with their own mauri (life force). If you harvest without respect (karakia), the medicine loses its power.
The Biochemistry Lens
Plants produce chemical defences to fight off insects and bacteria. These "secondary metabolites" (terpenes, phenols, alkaloids) interact with human cell receptors to block pain, kill bacteria, or reduce inflammation.
Kawakawa (The Pharmacy of the Forest)
Piper excelsumTraditional Uses (Mātauranga)
- Leaves: Chewed for toothache (numbing).
- Tea: Blood purifier, stomach ease.
- Poultice: Heated leaves on cuts/boils.
- Tikanga: Often the "mod" (holey) leaves are chosen—why? Mātauranga says the bugs know the best leaves!
Active Biochemistry
- Myristicin: An analgesic (pain reliever) similar to compounds in nutmeg. Explains the "numbing" effect.
- Diomoquinone: A bioactive compound with strong antimicrobial properties.
- Eugenol: Antiseptic and anti-inflammatory.
Mānuka (The Super Healer)
Leptospermum scopariumTraditional Uses (Mātauranga)
- Bark: Boiled for sedatives/sleep aids.
- Leaves: Inhaled vapour for colds/blocked sinuses.
- Gum/Ash: Rubbed on skin for fungal infections.
Active Biochemistry
- Methylglyoxal (MGO): Found in high concentration in Mānuka honey. It destroys bacteria by damaging their cell walls.
- Triketones: Found in the oil, these fight bacterial infections (especially Staphylococcus).
- Terpenes: Give the strong smell; relieve congestion by thinning mucus.
Koromiko (The WWII Saviour)
Veronica salicifoliaHistory Note: During WWII, Māori soldiers sent dried Koromiko leaves to troops in North Africa to cure dysentery when Western medicines ran out. It worked so well it was officially studied.
Traditional Uses (Mātauranga)
- Buds/Leaves: Chewed or boiled for diarrhea and dysentery.
- Observation: Often found on forest edges, healing the land (pioneer species).
Active Biochemistry
- Glycosides: Plant compounds that can limit intestinal muscle spasms.
- Tannins: Astringent compounds that "tighten" tissues, reducing water loss in the gut.
Tikanga as "Protocols for Efficacy"
In a science lab, we have Operating Procedures to ensure the chemicals work (e.g., "Store in a cool dark place"). Tikanga often serves the same chemical purpose:
| Tikanga / Protocol | Possible Chemical Explanation |
|---|---|
| Don't harvest in rain | Water dilutes active compounds; wet leaves mold (fungal contamination). |
| Harvest from East side (Morning Sun) | Photosynthesis peaks in morning; volatile oils/sugars may be highest then. |
| Don't use metal tools (Use stone/bone) | Some acidic plant compounds react with iron/steel, altering their chemistry (oxidization). |
| Return seeds to Papatūānuku | Sustainability/Conservation biology - ensuring future populations. |
⚗️ Student Lab: Solvent Extraction
Comparing Extraction Methods
Goal: To investigate how different preparation methods (solvents/heat) change what we extract from a plant.
Method A: Waireka (Cold Infusion)
- Crush Kawakawa leaves in cold water.
- Leave for 24 hours.
- Extracts: Water-soluble vitamins, some glycosides. Gentle.
Method B: Wairākau (Decoction/Boiling)
- Boil Kawakawa leaves in water for 15 mins.
- Extracts: Tougher compounds, but heat might destroy delicate vitamins (denaturing).
Method C: Tincture (Alcohol/Ethanol)
- Soak leaves in ethanol (vodka).
- Extracts: Oils, resins, and alkaloids that don't dissolve in water (non-polar compounds).
Hononga Marautanga · Curriculum Alignment
Curriculum alignment for this handout has not yet been verified against the live curriculum statements. A generated placeholder that stood here was removed on 2026-08-29 because it matched no real statement.
Tuhia ōu whakaaro · Write Your Thoughts
Reflect on your learning. What was the most important idea? What question do you still have?
Aronga Mātauranga Māori
Mātauranga Māori is a sophisticated knowledge system built through centuries of careful observation, hypothesis, testing, and refinement — the same processes that define scientific inquiry. Māori knowledge of ecology, weather patterns, seasonal change, and animal behaviour guided sustainable resource management for generations before Western science arrived in Aotearoa. Understanding science through a dual-knowledge lens — bringing mātauranga Māori and Western science into dialogue rather than hierarchy — produces richer, more contextually grounded understanding. The concept of kaitiakitanga reminds us that scientific knowledge carries obligations: understanding how natural systems work means accepting responsibility for how we treat them.
Ngā Rauemi Tautoko · Resources already provided
This handout is designed to be used alongside other resources in the same unit. Related materials are linked in the unit planner. All content is provided — no additional preparation is required to use this handout in your classroom.
Curriculum alignment
- NZC (2007) · Science essence statement: Science is a way of investigating, understanding, and explaining our natural, physical world and the wider universe. It involves generating and testing ideas, gathering evidence – including by making observations, carrying out investigations and modelling, and communicating and debating with others – in order to develop scientific knowledge, understanding, and explanations.
- Pairing chosen by this resource: This resource chooses to teach that science alongside mātauranga Māori, which stands as a knowledge system in its own right — the pairing is this resource's own approach, not a quotation from the curriculum.
- Focus of this resource: Understand how different knowledge systems — including mātauranga Māori — shape how communities relate to the natural world.