Aotearoa's Living Landscapes

🌿 Key Māori Concepts

Kaiako Planning Snapshot

Ngā Whāinga Akoranga — Learning Intentions

• Describe the structure and function of local NZ ecosystems using correct scientific vocabulary and evidence from field observation.
• Explain how human activity affects ecosystem stability and biodiversity, using data and examples from Aotearoa.
• Apply kaitiakitanga values to evaluate conservation and restoration strategies, linking mātauranga Māori with contemporary ecological science.
• Communicate ecological findings and conservation recommendations in a range of formats (field report, persuasive letter, campaign).

Paearu Angitu — Success Criteria

• I can identify biotic and abiotic factors in a local ecosystem and describe their interactions.
• I can explain at least two threats to NZ biodiversity and evaluate the effectiveness of conservation responses.
• I can connect the concept of kaitiakitanga to a specific ecological practice (e.g., rāhui, pest control, restoration planting).
• I can present my findings clearly, using evidence and acknowledging uncertainty in my data.

Teacher Planning Snapshot

• Year level: Year 9 | Duration: 6 lessons (core arc) or 10 lessons (field-journal arc) | NZC Level 5 (Science: Living World — Ecosystems)
• Curriculum alignment: Te Mātaiaho Science — Phase 4 — Ecosystems strand; practices and knowledge objectives including constructing models, interpreting data, and evaluating human impact. Integrates The Arts and Social Sciences through campaign and action-learning contexts.
• Mātauranga Māori: Kaitiakitanga is the ethical backbone of this unit — not a supplement. Indigenous ecological knowledge (ngā tohu o te taiao, rāhui, mauri) is positioned as parallel and complementary to Western scientific methods. Whakapapa frames ecosystem interconnection. Tikanga guides fieldwork protocols and species respect. Whanaungatanga is embedded in the Science Wānanga and group restoration projects.
• Entry support: Pre-teach core vocabulary (biotic, abiotic, biodiversity, endemic) with visual anchors and te reo glossary. Use physical food-web cards before diagram work. Scaffold field data sheets with sentence starters.
• On-level: Students follow the full 6-lesson sequence with standard handouts. Field study includes quadrat surveys and iNaturalist NZ data collection. Assessment includes field report and persuasive letter.
• Extension: Students design their own restoration proposal with budget, species selection, and a mātauranga Māori rationale. Compare indigenous and Western ecological frameworks in a structured academic discussion.

Inclusion and Accessibility

• ESOL / ELL: Bilingual key-concept cards (English/te reo Māori). Field data sheets use visual prompts. Partner fieldwork reduces written output pressure during observation phase.
• Accessibility: Outdoor fieldwork adapted for mobility needs (boundary-based observation option). Digital alternatives to physical field surveys available via iNaturalist and Google Street View ecological contexts.
• Neurodiverse learners: Predictable lesson structure (hook → investigation → share). Visual ecosystem diagrams before written explanation. Choice in assessment format where possible.
• Cultural safety: Treat kaitiakitanga as lived knowledge — avoid tokenism. Where possible, invite local iwi perspectives on specific habitats studied. Attribution required when using mātauranga Māori frameworks.