Maori Curriculum in the Mainstream Unit Plan 1 Year 13 5 Lessons & Activities

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Te Hiringa i te Mahara





Maori Curriculum in the Mainstream

Unit Plan 1
Year 13
5 Lessons & Activities
Mā te āta whakaaro me te kōrerorero

Unit 1 - Mā te āta whakaaro me te kōrerorero
Table of Contents

Unit Overview 3

Lesson 1 – Tino Rangatiratanga 5

STUDENT ACTIVITY SHEET 6

TEACHER’S COPY SHEET 8

Lesson 2 – Te Whakaraupapa oranga 11

STUDENT ACTIVITY SHEET 12

Lesson 3 = Tourist destination Aotearoa 17

STUDENT ACTIVITY SHEET 18

TEACHER’S ANSWER SHEET 21

Lesson 4 – Influenza pandemic 22

STUDENT ACTIVITY SHEET 23

Lesson 5 – Ru ana te whenua 26

STUDENT ACTIVITY SHEET 27



Unit Overview



MĀORI CURRICULUM IN THE MAINSTREAM


INGOA

Mā te āta whakaaro me te kōrerorero

TAU

13

KAUPAPA AKO

Unit Plan Number

UNIT 1

KOEKE

Level

8

TE ROA

Duration

5 x 50 meneti

WHAINGA PAETAE

Communicate about certainty and uncertainty, possibility and probability

Whenu Torohu (Strand Receptive)

Whenu Whakaputa (Strand Expressive)

Whakarongo

Pānui

Mātakitaki

Kōrero

Tuhituhi

Whakaari

TE WETEWETE I TE REO:

Āmuri ake, ka …., ā, ka ….

E …. ana ahau, akuanei ka

E …. te roa o …..

E 3 meneti te roa o te rū tuarua.

E hia kē ngā ….

I ….

I te …., ka ….



I te ata, ka ….

Ka ….

Ka …., kātahi ka ….

Kāore ahau e ….. ana …

Kāore e kore, ka ….

Kāore e taea e …. te .…

Kāore i roa i muri mai, ka ….

Kātahi ka ….

kei ….


Kei a …. tonu te ….

Ki te āta tirohia ngā ….., ka kitea …



Ki te kore …., ka ….?

Ko …. he ....

Ko te take i …. ai …. he ….

Ko wai mā ka ….?

Kotahi … e … ana kātahi ka

Kua kitea e tātou …

Nā …. i …. ai ….

Nā te kore …. ka ….

Tērā pea, ka .…

Tokomaha ngā tāngata i ….

Whai muri i ….


KUPU HOU:

Ahu


Aituā

Ānō nei


Aromatawai-ā-roto

E hia kē


Hangaia

Hangarau


Hapa

Heketanga

Hinganga

Horahia


Horomia

Hōtaka


Kai-whakaora

Kamupene


Karauna

Kauranga


Kī-taurangi

Kongakonga

Kororā

Mangō


Mano

Mārena


Mita

Motuhake


Pāohotia

Parakuihi

Parapara


Parekura

Pikitanga

Pūehu

Pukumahi


Rauna

Riro


Rōnihi

Rūkahu



Takiwā

Tāmi


Tanumia

Tapiri atu

Taumata

Tina


tinei-ahi

Tino Rangatiratanga

Toro

Turakina


Wāriu

Wāwāhi


Whai muri

whai rawa

Whakapae

Whara


Whare Pupuri Taonga

Whekeretere



Whiti

Whiwhi-nga



PUKENGA - SKILLS
By the end of this unit, students will be able to:


  • Take part in an ‘assisted role play’: an interview on Māori TV about the extent tino rangatiratanga is a viable possibility for the twenty-first century;
  • Rank significant life events in terms of probability in their own lives, and writing about each event using the language of probability and possibility;


  • Describe to someone planning to visit NZ for the first time what they could do during their visit;

  • Write about how society might change if a given scenario took place e.g. pandemic;

  • Discuss the probable/possible effects on peoples’ way of life of a major earthquake.

AROMATAWAI – ASSESSMENT
Appropriate method for measuring how well the students have achieved the learning outcomes:


  • Observing students participate in the ‘assisted debate’;

  • Checking student summaries of tino rangatiratanga;

  • Checking students’ paragraphs on the probability of events happening in their future;

  • Checking the itinerary of a tour around Aotearoa;

  • Checking eye-witness accounts of influenza pandemic;

  • Listening to students’ discussion of the probable effects of a major earthquake.

RAUEMI – RESOURCES
Teaching/learning resources used e.g. handouts, texts, equipment.


  • Internet

  • Student Activity Sheets


Lesson 1 – Tino Rangatiratanga





Lesson Number

1 of 5

Lesson Title

Tino Rangatiratanga

Year Level

Year 13


Learning intention

Students will take part in an ‘assisted role play’: an interview on Māori TV about the extent tino rangatiratanga is a viable possibility for the twenty-first century.

Teacher and Student instructions

Teacher to copy Activity Sheets for students

Estimated time for completion

50 minutes

Resource requirements

Activity Sheets and Teacher’s Copy Sheet

Activity/Tasks in sequence

  1. Discuss what the term tino rangatiratanga means to students.

  2. Teacher copies and hands out Student Activity Sheet 1. Have students read the brief article and explain in their own words what it means.

  3. Cut out the ‘role cards’ and give the students time to read about their character.

  4. Explain that each student must use all their imagination to bring the character to life.

  5. Give students time to decide on the characteristics and mannerisms of the role they are going to play.

  6. Set up the room for a TV interview then, announce the start of the debate by saying, ‘Lights, camera, action!’

  7. After the debate, debrief!

  8. Finish by having the students write a 200-word summary.

Reference material

Internet

STUDENT ACTIVITY SHEET



TINO RANGATIRATANGA

1. READ: the short background article below on tino rangatiratanga:




I ahu mai tēnei mea te tino rangatiratanga i te Tiriti o Waitangi, arā, kei

roto i te wāhanga tuarua e mea ana:
Ko te Kuīni o Ingārani ka wakarite ka wakaae ki ngā rangatira ki

ngā hapū – ki ngā tāngata katoa o Nu Tīrani te tino

rangatiratanga o ō rātou whenua, ō rātou kāinga me ō rātou

taonga katoa.’
Ko te tikanga o te tino rangatiratanga he mana motuhake1, arā, kia riro mā te Māori e whakahaere ōna ake āhuatanga katoa.
Ko te mahi a te kāwanatanga he tāmi i taua tino rangatiratanga i runga i te pōhēhē nō rātou anake te mana whakahaere o tēnei whenua.

2. SITUATION: History has seen the displacement of tino rangatiratanga by a form of kāwanatanga which assumes that the Crown has absolute authority over all people and all matters in this land.


The present Labour Government, like its National predecessor, has no place for tino rangatiratanga in its policies. While they may acknowledge that the Treaty is morally binding, they are intent on politically defusing the tino rangatiratanga movement. In fact, they have commenced expunging all Treaty references from government policy.
Māori unrest has started to appear around the country with various groups setting up, occupying and blocking access to various tracts of land.

3. RESEARCH: Check the central issues on the internet by searching for tino rangatiratanga.

STUDENT ACTIVITY SHEET continued

4. ROLES: You will be assigned one of the four roles [A, B, C or D].

You will receive a role card from your teacher. Your task is to flesh out and bring your character to life with imagination, mood, gestures, tone of voice. Decide and write down how you will enact your character:



  • What will be your name? Where are you from?

  • What are you afraid might happen during this interview/debate?

  • What mood will you be in? Supportive, aggressive, angry, happy, thoughtful, persuasive?

  • What gestures will you use? Head and eyes, arms, hands.

  • What will be your tone of voice? Shrill, peaceful, loud, whinge?

5. TV DEBATE: You will be seated in a semi-circle with the teacher directing the show:



  • Some points are given on your role card but you will need to think of examples, illustrations or anecdotes to make your views on tino rangatiratanga crystal clear.

  • Once the teacher says, ‘Lights, camera, action’, the TV interviewer will commence with an opening statement and then it’s all on!

6. DEBRIEF:




  • How well did everyone listen to each other’s views?

  • Did everyone make their views clear?

7. SUMMARISE: Write a 200-word summary on the relevance of tino rangatiratanga today and in the future.




TEACHER’S COPY SHEET





ROLE PLAY A
You are a veteran Māori protestor - absolutely sure that tino rangatiratanga is not only a right, but our destiny. You believe that the government only ever responds to direct protests such as hikoi and land occupations. The big problem, you feel, is that Māori people actually believe the propaganda that the government spreads.


  • Kāore e tika ana, he rūkahu ..

  • Nō hea te mana o te kāwanatanga, nō te Tiriti!
  • E whakapono ana au ki ngā kī-taurangi a te Tiriti …


  • Kei a tātou tonu te tino rangatiratanga!





ROLE PLAY B
You are a pragmatic Māori Labour MP, who sees tino rangatiratanga as irrelevant. You believe the focus ought to be on the ‘here and now’. While your party has been in government, the position of Māori has improved with 40,000 more Māori now in work, $750 million in fisheries assets and quota, double the number of Māori enrolled in tertiary training – you intend to get this message across:


  • Kāore he take o tēnei mea te tino rangatiratanga.

  • Kāore e taea e tātou te hoki whakamuri …

  • Ko tā mātau he āwhina i te iwi, arā, ...

  • Ki te whai i taua huarahi, he aha te otinga?







ROLE PLAY C
A Māori academic who has analysed the government’s policies over the last five years and concluded that the government has taken tino rangatiratanga ‘off their agenda’, i.e. they don’t acknowledge its validity.
Worse still, has been the transfer of economic power to corporate hands, usually foreign, via international economic treaties. Aotearoa is already controlled by foreign companies in tourism, forestry, mining, hydro dams, corporate farms, golf courses, marinas, a half-share of Sealord ™. Argues that unless the government stops signing new treaties and withdraws from existing treaties, there will be no resources to exercise tino rangatiratanga over.


  • Ki te āta tirohia ngā mahi a te Karauna, ka kitea …
  • E whakapae ana ahau, akuanei ka …


  • Tērā pea, ka riro atu ngā whenua …

  • Kāore ahau e whakaaro pērā ana …








ROLE PLAY D
An astute political commentator and long-time television and radio interviewer, you will play ‘devil’s advocate’, raising the possibilities of civil unrest or that NZ will follow the same path as other Pacific nations such as Fiji, Tonga and the Solomon Islands. You will speak first, then act as panel referee.



  • Say: ‘Kia ora tātou, ko te kaupapa o tā mātou hōtaka ko te tino rangatiratanga, arā, ka āta wānanatia e te hunga nei i ngā pikitanga me ngā heketanga o tēnei mea te tino rangatiratanga. Ko ōku hoa kōrero i tēnei wā, ko …. he kaumātua o te hunga whakahē, ko te Minita mo ngā take Māori ko …., nō te Whare Wānanga o Tāmaki ko …. he tangata kua roa e rangahau ana i ngā mahi a te Karauna.’




  • Kaati, e …. māu e wāwāhi te kōrero, ki a koe, he aha te wāriu o tēnei mea te tino rangatiratanga?

  • Kia ora mō tēna, pēhea koe e …?

  • Ki te kore te kāwanatanga e aro ki taua kaupapa, ka aha?

  • Kua kitea e tātou ngā raruraru i tāwāhi nē …



Lesson 2 – Te Whakaraupapa oranga





Lesson Number

2 of 5

Lesson Title

Te whakaraupapa oranga

Year Level


Year 13

Learning intention

Students will rank significant life events in terms of probability in their own lives, and writing about each event using the language of probability and possibility.

Teacher and Student instructions

Teacher to copy Activity Sheets for students

Estimated time for completion

50 minutes

Resource requirements

Student Activity Sheet

Activity/Tasks in sequence

  1. Discuss with students what they understand by ‘significant lifetime events’.

  2. Give out Student Activity Sheet.

  3. Students fill in the table on #1 - predicting future events.

  4. Students then rank from 1 to 11 significant events over three different time periods.

  5. Students write short paragraphs speculating on the probability of each listed event happening.

Reference material

None

STUDENT ACTIVITY SHEET




TE WHAKARAUPAPA ORANGA
1. FUTURE EVENTS: Fill in the table below, predicting your age and the

year that each event will occur.



TAKU PAKEKE


TE TAU

Ka mutu ahau i te kura tuarua







Ka mutu ahau i te whare wānanga







Ka whiwhi mahi ahau hei …







Ka hoko motokā mōku







Ka mārena







Ka whai tamariki







Ka hoko whare mō māua/mātau







Ka whai mokopuna







Ka whakatā ahau i te kāinga, arā, ka mutu taku mahi





2. RANKING: Rank the significant life events from most important, 1st , to least, 11th. Rank each event three times: now, then project ahead and think if your ranking would change when you are 10 years older, then when you are over 65 years of age.



SIGNIFICANT EVENTS

NOW

10 YEARS IN FUTURE

50 YEARS

IN FUTURE

To achieve the highest education possible










To have a steady partner










To get married [to be married]










To have children










To live in a happy family










To achieve success at work










To live healthily, to take care of one’s health










To have friends








To have time for hobbies










Make a lot of money










Achieve an important position in the community










STUDENT ACTIVITY SHEET continued

3. WRITE: A number of statements follow. What is the probability they will in fact happen in your life? Think carefully, and then write full answers.


-EXAMPLE-

A. Ka whiwhi i te NCEA Level 3.



Kāore e kore, ka whiwhi au i taku NCEA Taumata tuatoru. Ko te take i whakaaro pēnei ai au nōtemea he nui ngā whiwhinga2 i a ahau kē i tēnei wā, arā, nā ngā aromatawai-ā-roto3. Nā taku pukumahi i whiwhi ai. Tēnā pea, ka riro katoa mai ngā whiwhinga i te reo Māori i te reo Ingarihi hoki. Tapiri atu ki ērā he nui ngā whiwhi o te Pāngarau o te Pūtaiao e riro mai ai.




B. Ka whai mahi i ngā hararei e tū mai nei.



C. Ā tōna wā, haere ai au ki te Whare Wānanga.




STUDENT ACTIVITY SHEET continued



D. Ā tōna wā, whai mahi ai koe i roto i te ao hangarau.





E. Neke atu i te kotahi rau mano taara tō utu i ia tau.





F. Ka whakatū kamupene koe.


STUDENT ACTIVITY SHEET continued




G. Ā tōna wā, ka tū koe hei tangata whai rawa.




H. Ā tōna wā, mārena ai koe.





I. Ka whai tamariki, tokoono neke atu.



STUDENT ACTIVITY SHEET continued




J. Ka rere atu ki tāwāhi hararei ai, i ia tau, i ia tau.






K. Ka riro mā tō hoa e tunu kai, e horoi kākahu, e tahi whare hoki.





L. Ka mahi tonu koe tae atu ki tō rā whānau 70.



Lesson 3 = Tourist destination Aotearoa





Lesson Number

3 of 5

Lesson Title

Tourist destination Aotearoa

Year Level

Year 13

Learning intention

Students will describe to someone planning to visit NZ for the first time, what they could do during their visit.

Teacher and Student instructions

Teacher to copy Activity Sheets for students

Estimated time for completion

50 minutes

Resource requirements

Activity Sheets


Activity/Tasks in sequence

  1. Discuss NZ’s major tourist attractions.

  2. Write up adjectives, in Māori, to help describe those places.

  3. Hand out Activity Sheet 1 and have students complete exercises 1 and 2.

  4. Students choose a style.

  5. Students may need to gather information or brainstorm the top tourist attractions.

  6. Students complete the planning process by answering exercises 6, 7 and 8.

  7. Finally, have students write their description.

Reference material

None

Answer/marking schedule

Teacher’s Answer Sheet.


STUDENT ACTIVITY SHEET



TOURIST DESTINATION AOTEAROA


  1. READ: This is an example of part of a tour description.





DAY 1 TE TAUNGA RERERANGI O TAMAKI:


  • Ka haere ki Paihia, arā, ki te takiwā i whānau mai ai a Nu Tīreni. Kei reira a Waitangi te wāhi i horahia ai te Tiriti.

  • Ka toro atu hoki ki te Whare Pupuri Taonga o Matakohe, kei te ngahere kia kitea ai a Tāne Māhuta te rākau matua o te ngahere.

  • Ka noho ki te Copthorne Hotel kei te Pēwhairangi. Ka kai hapa, ā, ka parakuihi hoki ki reira.

DAY 2 PAIHIA KI TAMAKI:



  • I te ata, ka hikoia ngā papa o te Whare o Tiriti o Waitangi.

  • Kātahi ka eke ki runga rōnihi kia whiti atu ki Kororāreka tētehi o ngā wāhi ātaahua o Aotearoa. Ka tina hoki ki reira.

  • Āmuri ake, ka wehe i te wāhi o Te Pēwhairangi, ā, ka hoki atu ki Tamaki. Ka tū ki tētehi whekeretere mahi karaka kei Whangarei. Ko aua karaka i hangaia mai i te kauri.

  • Ka hoki tonu atu ki Tamaki noho ai, arā, koia tērā te taone nui rawa atu o Aotearoa. Ka haere huri rauna kia kitea ngā wāhi papai o taua wāhi pērā i a Maungawhau, he puia.

  • Ka noho ki tētehi hōtera Scenic Circle e kiia nei ko te Airedale, ā, ki reira hapa ai, parakuihi anō hoki ai.


DAY 3 TAMAKI:


  • I te ata, ka tae atu ki Kelly Tarlton tētehi kauranga ika mīharo. Ki reira kitea ai he wāhi e kiia nei ko te Antartic Centre, he wāhi makariri rawa atu. He kororā, he mangō, he whai ētehi o ngā ika kei reira e kaukau ana.

  • Ka tae atu ki te Whare-toro-atu-ki-te-rangi, arā, te Skytower. Ka piki ki runga ki te taumata – e 328 mita tōna teitei. Ka tae at hikoi huri rauna kia kitea whānuitia a Tamaki. Ka tina hoki ki reira.

  • Ā te ahiahi, ka toro atu ki te Whare Pupuri Taonga o Tamaki.



STUDENT ACTIVITY SHEET continued


2. FILL-IN: Summarise the description above by filling in this table, in English.




DAY

WHERE?

WHAT?

WHY?


1













2













3












3. TASK: Write a tour itinerary, in Māori, for a Rarotongan friend planning to visit NZ for the first time. Describe what they could do during their visit. Follow the steps listed below:-





  1. CHOOSE A STYLE: You must decide what style you will base your writing on.

  • Factual - with the “what to see” and “what to avoid” described.

  • Travelogue – where the reader is taken, step-by-step, moment-by-moment through Aotearoa.

  • Personal story – where you write about your feelings about Aotearoa against the background of a trip.



  1. GATHER INFORMATION: You must now find out some basic information such as what are the top tourist attractions.

c) CHOOSE A THEME: Now that you know something about Aotearoa tourist attractions, you need to choose a theme [a controlling idea] for your essay. For example -



  • Top 10 tourist attractions.

  • Lord of the Rings tour.

  • Fishing NZ.

  • NZ tramping paradise.

STUDENT ACTIVITY SHEET continued

7. PREPARE AN IDEA MAP: In the centre of a page, write your theme. Around the theme brainstorm ideas that you would like to include in your essay.



8. PREPARE AN OUTLINE: Use your idea map to prepare an outline. Your outline should put the information in order. For example:



  • Things to see.

  • Things to do.

  • Things to buy.

  • Things to eat and drink.

9. WRITE YOUR DESCRIPTION: Remember, you must give a brief description of each place/attraction to be visited. Paint a picture so anyone reading it can get a real feel for Aotearoa’s attractions.



TEACHER’S ANSWER SHEET



DAY

WHERE?

WHAT?

WHY?

1


Paihia

Matakohe


Bay of Islands

Museum – forest

Copthorne Hotel



Birthplace of NZ

Stay, dinner and breakfast



2


Treaty House

Russell


Whangarei

Tamaki


Walk

Launch trip

Clock factory

Mt. Eden


Accommodation

Lunch

Kauri


Airedale Hotel

3


Tamaki

Kelly Tarlton

Skytower


Museum

See Antartic Centre

Walk around and see views Auckland.


Lesson 4 – Influenza pandemic




Lesson Number

4 of 5

Lesson Title

Influenza pandemic

Year Level

Year 13

Learning intention

Students write about how society might change if a given scenario took place, e.g. a pandemic.

Teacher and Student instructions

Teacher to copy Activity Sheets for students

Estimated time for completion

50 minutes

Resource requirements

Activity Sheets

Activity/Tasks in sequence

  1. Hand out Student Activity Sheet and read over the article on a pandemic.

  2. Students complete exercises 2 and 3; these will provide notes for their story.

  3. Students to write an eye-witness account on the changes that have occurred in their community due to the influenza pandemic.

Reference material

None



STUDENT ACTIVITY SHEET


INFLUENZA PANDEMIC

1. READ: Below are notes on what a pandemic is and what happened during the 1918 Spanish Pandemic. It should be noted that the 1918 pandemic was far more severe in its impact than the other two. In addition, vaccines can’t be produced to combat a pandemic until after it occurs [all existing vaccines will not have 100% effectiveness because viruses mutate].




What?
An influenza pandemic occurs when a new influenza A virus emerges for which there is little or no immunity in the human population.

WHEN?
There have been three pandemics in the last century: 1918, 1957 and 1968. A pandemic will happen again sooner or later.

WHAT HAPPENED?


  • In the 1918 Spanish Pandemic an estimated 40-50 million people were killed.

  • It lasted two months.

  • The deaths were horrifying as victims’ faces turned black and they drowned in their own lung fluid.

  • Half the population of Spain took sick.

  • Churches, government ministries and schools closed.

  • Private buildings were pressed into service as hospitals.

  • Funerals became a common sight.

  • Families disintegrated under the strain.

  • Losses to businesses were staggering. Customers were too ill to shop, staff were absent with ‘flu, and transportation was halted.

  • Pool halls, restaurants, and theatres all lost heavily.

  • The insurance industry was the hardest hit.




STUDENT ACTIVITY SHEET continued
2. PREDICT THE IMPACTS: Based on what happened in the pandemic of 1918, what will likely happen in your community?






Te roa?




Te nui ka mauīuī



Te nui ka mate



Ka pāohotia, kātahi ka aha?



Ka ahatia e ngā mātua?



Ka aha ngā kura?



Ka aha ngā wāhi mahi?



Ka aha ngā wāhi hoko?



Ka aha te kāwanatanga?



Ka aha ngā hohipera?



Ka aha ngā tākuta?



Ka pēhea e whai kai ai?



Ko wai mā ka whiwhi rongoā, ināhoki he iti rawa mō te katoa?




Other



STUDENT ACTIVITY SHEET continued


3. IMAGINE: Your community has been experiencing an influenza pandemic for one week.
He aha ngā mea …

Ka kitea?

Ka rangona?

Ka pāngia?


Ka hongia?











4. WRITE: Write a story, an eye-witness account, about the changes your community has undergone because of the pandemic. Imagine you are 10-days into the pandemic.









Lesson 5 – Ru ana te whenua





Lesson Number

5 of 5

Lesson Title

Rū ana te whenua

Year Level

Year 13

Learning intention

Students will discuss the probable/possible effects on people’s way of life of a major earthquake.

Teacher and Student instructions

Teacher to copy Activity Sheets for students

Estimated time for completion

50 minutes

Resource requirements

Activity Sheets

Activity/Tasks in sequence


  1. Hand out Activity Sheet and read over the ‘Fact Sheet’ on the 1931 earthquake.

  2. Discuss the effects of the earthquake on both Napier and Hastings.

  3. Students fill in the table on probable effects on their home and Aotearoa.

  4. Students discuss, in Māori, the probable effects.

Reference material

Fact Sheet


STUDENT ACTIVITY SHEET




ANA TE WHENUA
1. READ: The ‘Fact Sheet’ below summarises the earthquake that struck Napier and Hastings in 1931.


TE RŪ KI AHURIRI
Ināhea? I te 3 o Pepuere, i te tau 1931.
I hea? I Ahuriri ki Heretaunga.
I aha? I te tau 1931, i pāngia kinotia a Ahuriri ki te rū. E 7.8 te kaha o te rū, ā, e 256 ngā tāngata i mate – 161 ki Ahuriri, 93 ki Heretaunga, ā, e 2 ki Wairoa. E hia kē ngā mano tāngata i whara.


  • I te hauwhā ki te tekau mā tahi o ngā haora i te ata, ka rū te whenua ki Heretaunga. Whai muri i taua rū, ko tētehi anō. E 3 meneti te roa o te rū tuarua.

  • E hia kē ngā whare o te taone i turakina4 ki raro.

  • Ka piki te pūehu ānō nei5 he kapua.

  • Tokomaha ngā tāngata i parekura i te hinganga o ngā whare.

  • Tokomaha hoki i tanumia oratia i aua hinganga.
  • I mate hoki ētehi o ngā kai-whakaora nōtemea i hinga ngā whare i te wā i reira rātou e āwhina ana.


  • Kāore i roa i muri mai, ka puta mai he ahi, hēoi anō te raru, kua pakaru ngā waka tinei-ahi i te hinganga o te whare patu tinei-ahi.

  • I tīmata ngā ahi i roto i ngā toa e toru e kiia nei he toa chemist.

  • Nōtemea i pakaru ngā paipa hari wai, kua kore he wai hei patu hei tinei ahi. Tokomaha o te hunga i tanumia oratia i mate i aua ahi.

  • Kotahi rā me te hāwhe e kā ana kātahi ka tineia.

  • E hia kē ngā huarahi i aukatingia i te nui o ngā kongakonga rānei, o ngā parapara rānei.

  • I horomia ngā whenua i waho mai o Ahuriri, ā, he take anō tērā mō te aukatitanga o ngā huarahi.

  • I Heretaunga, tata ki te 200 ngā whare i turakina. Ko te nuinga o ngā tāngata i mate i roto kē i tētehi toa hokomaha me te whare pukapuka o te taone.

  • Nā te kore wai me te rere haere o ngā paruparu ka tupu te āwangawanga kei puta mai tētehi mate kino, nā reira, ka whakaputaina ngā tāngata, arā, e 5,000 ngā tāngata ka wehe i Ahuriri.

STUDENT ACTIVITY SHEET continued


2. PROJECTING: Using the ‘Fact Sheet’ on the 1931 earthquake as a guide, make educated guesses on the probable effects of a major earthquake on both your home and wider Aotearoa.





TŌ KĀINGA



AOTEAROA WHĀNUI

Aituā, ngā mate








Ngā whare










Ngā tiriti









Ngā huarahi matua








Ngā ahi









Ngā paruparu









Wai









Kai









Tāngata









Other









3. KŌRERORERO: Students will discuss the probable/possible effects on people’s way of life of a major earthquake.





1 Mana motuhake = self-determination, sovereignty.

2 Whiwhi-nga = to get, -credits

3 Aromatawai-ā-roto = internal assessment

4 Turakina = thrown down

5 Ānō nei = as if


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