612B - Assignment 1 Unit Plan Overview
Kāwhia– the coast with the most
Integrated Reo Māori Lesson PlanYear 10 (Term 1)
The Background
The people of the great ocean going waka (canoe) Tainui, having traversed the mighty Pacific Ocean eventually settled Kāwhia in about 1350. The rich food resources offered by the sea, in the low bush covered hills and fertile lands could not be resisted in the past and these diverse food resources continue to draw many visitors to this area to this day.
Kāwhia is located on the north island of New Zealand's rugged west coast in about one hour drive south-west of Hamilton on state highway 31. Kāwhia offers scenic bush walks, historic sites of interest, fishing - either surf casting or charter boats, a nine hole golf course, Te Puia beach hot springs, safe inner harbour beaches for swimming, kayaking, horse trekking, the 'best' fish. Kāwhia has a long and colourful history of both Māori and European settlement.
An Opportunity for a technology project
The Kāwhia traditional Māori Kai Festivalis Kāwhia's biggest day every year. Thousands of visitors flock for this annual festival celebrated on or around Waitangi weekend in early February. The organisers of the event asked the students of Year 10 to design and produce a publicity document (advertisement) and a web-space (for public interaction) for Kāwhia Kai 2011 which will provide information about the festival and encourage local people and tourists to visit Kāwhia and engage in a dialogue. The whole project, as a result, involves four stages as detailed below:
- Investigation of Māori Culture
- Fishing and food gathering
- Maps (including weather maps)
- Recounting sport, leisure, and cultural activities
- Simple interviews / reports
- Investigation of Māori Traditional Food
- Preparing and presenting food –Hangi,Kai
- Conversational exchanges
- Questionnaires
- Publicity Material – print based
- Brochures
- Plans for models and structures
- Interactive publicity space – web based
- Recounting activities with family, friends, and community
Each of the above stages involves the steps included in the Technological practice, NZ Curriculum:
Brief Development
A brief is developed to clearly describe a desired outcome that would meet a need or realise an opportunity, and takes into account the physical and social environment. It is comprised of a conceptual statement that communicates what is to be done and why it should be done.It also includes specifications which provide guidance for ongoing evaluation during the development of an outcome, as well as serving as an evaluative tool against which the final outcome can be justified as fit for purpose. Brief Development can be thought of as the defining practices of technological practice.
Planning for Practice
Effective planning techniques are critical for informed and responsive technological practice. This planning allows understandings from past and current experiences, as well as those that may be reliably forecast, to be taken into account in a systematic and managed way. Efficient resource management and accessing of stakeholder feedback relies on forward planning. Planning for practice incorporates ongoing critical evaluation and efficient and appropriate documentation.
Outcome Development & Evaluation
The development of a technological outcome (product or system) involves the creative generation of design ideas leading to the testing and refinement of these into a conceptual design for a potential outcome, and the production and evaluation of an outcome. This is achieved through such things as research, experimentation, functional modelling, and prototyping.Analysis of evaluative data gained from functional modelling and prototyping, and the use of this to make informed and justifiable decisions for a potential and/or realised outcome is critical to ensure the final outcome when produced is fit for purpose as defined by the brief. Outcome Development and Evaluation can be thought of as the production and evaluation practices of technological practice.
1 | Page642 - Assignment 1- David Nandigam
Integrated Reo Māori Unit Planner - Year 10
Unit Title: Kāwhia Kai School:Curriculum Level: 5 Duration: 4 Weeks
Values highlighted in this unit
Excellence – aiming high, perseveringInnovation, enquiry and curiosity
Diversity – culture, language, heritage
Respect – for themselves and others
Equity – fairness and social justice
Community and participation for the common good
Ecological sustainability - Care for the environment
Integrity – accountability, honesty, acting ethically /
Key competencies highlighted in this unit
Managing self – self-motivation, personal goals, appropriate behaviour, resourcefulness, sense of self and importance of heritageRelating to others – listen actively, recognisedifferent points of view, negotiate, share ideas
Participating and contributing – balancing rights, roles and responsibilities, and responding appropriately as a group member
Thinking – using creative, critical, meta-cognitive and reflective processes, drawing on personal knowledge and intuitions
Using language, symbols, and texts – interpreting language and symbols, using ICT, recognising how choices of language and symbol affect people’s understanding.
Technology Strands
Technological practice
Planning for practice
Brief development
Outcome development and evaluation
Students able to develop a creative, innovative collage of imagesfully exploiting the design principles in order to representtheir personality, interestsetc / Technological knowledge
Technological modelling
Technological products
Students understand that the images used influences the final outcome with regard to its fitness for purpose (i.e. selected for a display or publication in the magazine)
Technological systems / The Nature of Technology
Characteristics of technology
Characteristics of technological outcomes
Curriculum Area: Technology Theme: Kāwhia Kai Festival 2011
Context setting:The broad objective of Kāwhia Kaiis to createpublicity material –printable and virtual - for this festival. Students will be learning about the background of this event, knowledge about Māori culture and traditional food.Students, using the information, resources that they have gathered, design and producepublicity material that reflects all aspects of theMāori food festival, the interests of the event, and things/activities that are important to them.
Learning Focus: The following are the objective of Kāwhia Kai:
- Designing for a variety of audiences and needs
- Problem solving that helps support multiple perspectives
- Technical image manipulation and print publishing skills
- The design process and effective communication
- Peer evaluation in a collaborative environment
- Soft skills such as interviewing and responding to feedback
Focus strand: Technology Practice
Te Reo Māori Integrative Component
- Māori Culture: the concepts addressed here are
- Fishing and food gathering
- Preparing and presenting food
- Recounting sport, leisure, and cultural activities
- Recounting activities with family, friends, and community
- Māori Knowledge:the socio-cultural concepts discussed are
- Taiao (the natural world)
- Whakapapa (lines of descent, connections, history)
- Hapū(extended family)
- Ahi kā(home f res, preserving one’s connection to the land, conservation)
- Tikanga me kawa (protocols and procedures)
- Tangatawhenua (indigenous people, people with a bond to the land)
- Te tika me te ngākaupono (integrity, honour)
- Tahatinana, tahahinengaro, tahawairua (qualities of a person, well-being, balance)
- Māori Language: the concepts discussed are around
- Karakia (prayers)
- Kīwaha (idioms)
- Pepeha (iwi-specific sayings)
- Waiata Māori (Māori songs)
- Whakataukī(proverbs)
- Language Use: ideas discussed arearound
- Brochures
- Plans for models and structures
- Conversational exchanges
- Letters
- Maps (including weather maps)
- Questionnaires
- Reports
- Simple interviews
- Simple speeches
- Web pages
OPPORTUNITIES FOR INTEGRATION WITH OTHER LEARNING AREAS
Learning Languages
Mathematics (Statistical Investigations): the concepts discussed are s around distance, perimeter, area, and other measurement tools to gather data from images.
Social Sciences (All objectives) / Health and PE.
English (Speaking, Writing and Presenting – All objectives)
Arts
Team-Teaching: Team teaching some concepts with an art, business, English, or science teacher could provide students a great variety and an authentic experience. This could be effectively carried out by arranging students go into the other teacher’s classroom for a change of atmosphere or inviting the other teacher into the classroomor even tailoring the project content to the content being covered by subject-area teachers.
ENHANCING MĀORI ACHIEVEMENT
(Principles of Treaty of Waitangi, Inclusion, Equity, Community Engagement)
- Ask the students what they or their families know about annualKāwhia Kai Festival.
- Discover how the Māori interact with Kāwhia Kai Festival, past and present.
- Explore the past and present importance of Kāwhia Kai Festivalto Māori people.
- Build partnerships with family/whanau and Māori in managing the events such as these.
Week 1 (3 Lessons)
Learning Intentions / Technological practice / Integrated Reo Māori
Students will analyse their own and others’ planning practices to inform the selection and use of planning tools. Use these to support and justify planning decisions (including those relating to the management of resources) that will see the development of an outcome through to completion. / TP 5.1 - Planning for practice / 5.1 communicate about past activities and events / Resources
- How might we use technological practice to help Kawhia Kai Festival 2011? - Simple interviews / reports
- Before proceeding, provide children with A3 sheet with the following question written in the middle. Ask them to draw or write any ideas, in ‘web’ or ‘mindmap’ style. If they have none then get them to write a question. Explain that if they don’t know yet, this is good because it gives us an idea of where to start the learning.
- Maps (including weather maps)
- We are planning ways to make it easier for people to learn about, get close to, enjoy and develop some publishing material for Kawhia Kai festival 2011
- 360º panorama with digital cameras (students rotate taking photos at each point) with ‘Water view’/‘What a view’ title for classroom display;
- Fishing and food gathering
- Recounting sport, leisure, and cultural activities
- Talk again about what anKawhia is; think about what else they might see there (eg, plants, people, water, mud).
- Plan a visit to local Maori traditional event
- Revisit Kawhia – to explore Kawhia from the perspective of it being a community resource.
- What can you see, hear, touch, smell? How does it make you feel?
- sketches; notes on physical features.
- Design, plan and make a diorama model of the Kawhia area using a sand tray; use the photos and a 2D map as well, to show context and help with spatial awareness – students use this to help visualise the area they will be working in.
- Why is Kawhia a special taonga for us and others?
- Consult with Maori kaumatua and/or conduct a survey to find out how aware people are about the resource.
- Digital Learning object about protected areas
- Arts Ask questions which deal with the question of koru patterns and Maori design.
Assessment: /
- Diagnostic: What do they know?What can they do?
- Make tourist boards with photos from visit 2 – list major selling points of the unique Kawhiaarea with slogans such as “once you visit here, you will never want to leave” & Display these above diorama model.
Week 2 (3 Lessons)
Learning Intentions / Technological practice / Integrated Reo Māori
Students will justify the nature of an intended outcome in relation to the need or opportunity. Describe specifications that reflect key stakeholder feedback and that will inform the development of an outcome and its evaluation. / TP 5.2 - Brief development / 5.2 communicate about present and past states, feelings, and opinions / Resources
- Conversational exchanges
- Questionnaires
- Brief Development:
- Explain the importance of interdisciplinary collaboration in the product development process.
- Describe how socio-cultural influences have impacted on the development of this product.
- Describe the modelling which took place to explore and identify possible risks in the development process
- incorporating cultural influences
- Refining a brief
- Feedback on suitability of materials used
Preparing and presenting Traditional Food
– Hangi, Kai
Revise terms frequently used in design and technology in Maori)—
e.g. hangarau (technology), rangahau (research)
hoahoa (design), tipu (develop)
hanga (make / build / create) etc.
Show the recipe of Rewana bread
Show Maori words used in the kitchen & practise saying them
Show the prayer for food (in Maori) & practice saying them
When students start practical work (prepare materials for baking), they are supposed to use as many Maori words as possible when communicating with each other. /
- Prayers for food in Maori-1(Handout)
- Prayers for food in Maori-2(Handout)
- Artifacts (Chris Graham and Rob McGregor) provide some starting points for creating Maori designs based on the koru, koiri, mangopare
- Spirals (Maria Quin)
Assessment: / Formative: Individual and group feedback & feed-forward - What are they learning? What do they need to learn?
Week 3 (3 Lessons)
Learning Intentions / Technological practice / Integrated Reo Māori
Students will analyse their own and others’ outcomes to inform the development of ideas for feasible outcomes. Undertake ongoing functional modelling and evaluation that takes account of key stakeholder feedback and trialling in the physical and social environments. Use the information gained to select and develop the outcome that best addresses the specifications. Evaluate the final outcome’s fitness for purpose against the brief. / TP 5.3 - Outcome development and evaluation / 5.3 communicate about past habits and routines / Resources
Publicity Material – print based
Plans for models and structures – a Poster
Locate Information:
Outline the positives, negatives and questions you have about the selected package so you can identify any further research you need to undertake to support your answer to the global question:
Present Information:
OR
Create a poster or multi-media map of attractions on Kawhia with written and/or audio descriptions of the key features. OR
Produce a flyer using photos, graphics and text to communicate a set of ‘dos and dont's' for tourists to Kawhia , showing them how to be environmentally and culturally sensitive. OR
Create a poster or power-point presentationthat compares the products, prices, activities, and attractions. Use graphics, photos, illustrations and statistics. Comparisons could be made about the level of marketing material available as well. / Investigation of Māori Knowledge
- Ask the students what they know about Kawhia Kai. Write their answers on the board.
- Introduce the festival and its purpose.
‘Undesirable tourists’ might do things such as drop litter, take artefacts or other heritage items home, make fun of local cultures or loudly demand better facilities in a situation where that can’t possibly happen.
- Historic background of the festival
- Ideas and Resources for a unit of work on Koru Patterns
- He WakahuiaToi Maori: Maori Visual Culture in Visual Arts Education: (item 30701).
- traditional koru designs foundon theTe Papa web site within the collections. eg the Waka and the Waharoa.”
- Tech terms in Maori (Handout)
Assessment: /
- Diagnostic: Informal knowledge gained through interactions with students, individually, group and class
- Formative: Students are able to evaluate it s fitness for purpose in relationship to their stakeholder feedback
Week 4 (5 Lessons)
Learning Intentions / Technological practice / Integrated Reo Māori
Students will analyse their own and others’ outcomes to inform the development of ideas for feasible outcomes. Undertake ongoing functional modelling and evaluation that takes account of key stakeholder feedback and trialling in the physical and social environments. Use the information gained to select and develop the outcome that best addresses the specifications. Evaluate the final outcome’s fitness for purpose against the brief. / TP 5.3 - Outcome development and evaluation / 5.4 describe, compare, and contrast people, places, and things / Resources
Communicating and Interpreting visually – web based
Show an understanding of how texts are shaped for different purposes and audiences.
- Identifies and describes how texts are constructed for a variety of intentions, situations, and levels of formality and for individuals or groups with varying characteristics and determinants, such as backgrounds, interests, and motivations.
- Identifies particular points of view and evaluates the reliability and usefulness of texts.
- research – including accessing published research findings and carrying out one's own research through such things as the analysis of existing technological outcomes;
- experimentation – particularly for the purpose of enhancing knowledge and skills surrounding the communication of design ideas, the working of materials, and safe and competent equipment usage;
- functional modelling – to test design ideas prior to them being realised; and
- prototyping – to provide evidence of the outcomes fitness for purpose or need for further development.
- Place and Environment: Students learn about how people perceive, represent, interpret, and interact with places and environments to understand the relationships between people and the environment.
- What aspects of the website design address the needs of target audiences and future contributors?
- How did the different modelling techniques used inform practical and functional reasoning when developing the site?
- What role did prototyping play in identifying potential problems?
- view and discuss the use of the motif in the exhibition Whakapapa: get down upon your knees by Reuben Paterson
- Examples of Maori art in (Jocelyn Oldcorn) National Library’s Discover” website
- Two books by PhilippaStichbury-Cooper Over the Rainbow and Over the Moon (Juliette Laird)
Assessment: / Formative: Individual and group feedback & feed-forward - What are they learning? What do they need to learn?
1 | Page642 - Assignment 1- David Nandigam