PCU2080 Social Studies Unit Plan



|Focus of learning/topic |Year |Duration |Social Sciences |

| | | | |

| |One |3x40 mins | |

|Matariki Celebrations | | | |

|Conceptual Strands |Conceptual Strands |

| | |

|Identity, Culture & Organisation |Continuity & Change |

|Students learn about society and communities and how they function. They also learn about the |Students learn about past events, experiences, and actions and the changing ways in which these have been interpreted over time.|

|diverse cultures and identities of people within those communities and about the effects of these |This helps them to understand the past and the present and to imagine possible futures. |

|on the participation of groups and individuals | |

| |The Economic World |

|Place & Environment |Students learn about the ways in which people participate in economic activities and about the consumption, production, and |

|Students learn about how people perceive, represent, interpret, and interact with places and |distribution of goods and services. They develop an understanding of their role in the economy and of how economic decisions |

|environments. They come to understand the relationships that exist between people and the |affect individuals and communities. |

|environment. | |

|Social Inquiry Approach |Key question/s and concepts |

|Students ask questions, gather information and background ideas and examine relevant current |What is matariki? |

|issues; explore and analyse people’s values and perspectives; consider the ways in which people |How is it celebrated? |

|make decisions and participate in social action; reflect on and evaluate the understandings they |How does it influence us today? |

|have developed and the responses that maybe required. |Traditions/ customs |

|Achievement Objective |Learning Intentions |Assessment Task |

|Children will gain knowledge, skills and experience to: |Children will: |Through the Ven diagram activity children will have the opportunity to use |

| | |the information they have leant to compare New Years and Matariki. They |

|-Understand how the cultures of people in New Zealand are
expressed in |Identify and understand that different cultures celebrate events (New Year)|will have to interpret the images and refer to our brainstorms to complete |

|their daily lives. |in different ways. |the task. |

| |Identify how the Maori culture is expressed during Matariki. | |

|Understand how cultural practices reflect and express people’s customs, |Make connections with Matariki celebrations now and in the past. |Create their own menus incorporating traditional Māori kai using images |

|traditions, and values. |Identify similarities and differences between Matariki and New Year on 1st |from magazines. Through this children recoginse the connections between |

| |of January. |past Matariki celebrations and todays celebrations. |

| | | |

| | |Quiz- Children will as a class participate in a quiz on Matariki. The |

| | |questions are based on what the children have learnt so far in the unit. |

| | | |

| | |Success Criteria |

| | | |

| | |For the ven diagram task children will have to actively participate within |

| | |in their group and make decisions as a team on where they will place the |

| | |image. The children will be successful if they have placed the images in |

| | |the right hoop or can give a valid reason why they placed it in the |

| | |particular area. |

| | | |

| | |The children’s menu must have at least 5 Maori kai included with the Maori |

| | |names and be presentable to put on the wall to display. The children will |

| | |discuss as a class the significance of kai at Matariki. |

| | | |

| | | |

| | |Quiz- Answering the quiz questions right or similar. Recognising and |

| | |understanding the information in the quiz. |

| | | |

|Key Competencies: |

|Managing Self |Relating to others |Participating and contributing |Thinking |Using language, symbols and texts |

|Working independently |Cooperating |Listening |Hypothesising |Note taking |

|Working to a time line |Negotiating |Justifying |Inferring |Selecting information |

|Setting goals |Responding to others’ work |Considering options |Summarising |Questioning |

|Self assessing |Reflecting |Explaining |Revising |Presenting ideas in a range of ways |

|Making choices |Observing |Providing feedback | | |

|Key resources (for teachers & children) |Introductory Lesson 1 (Igniter, content, closure) |Lesson 2 (Igniter, content, closure) |

| |Today we are going to be comparing different New Year celebrations around the | |

|Happy New Year! By Sue Davis and Christine Evely. |world. We will then focus on a particular New Year that links to our work on |Recap what we found out about Matariki previously and what it is. |

| |day and night! |Today we are going to be having a closer look at the different traditions |

|Celebrating MatarikiBy Hakaraia, Libby | |that happen during Matariki. |

| |Read Happy New Year! By Sue Davis and Christine Evely. | |

| | |Firstly, who knows when Matariki is? |

|MatarikiThe Māori New YearBy Hakaraia, Libby |How in New Zealand do we celebrate New Year? |At the end of May and beginning of June. |

| |(What does it mean to celebrate?- doing something to show you appreciate/ | |

|Matariki by Melanie drewey |acknowledge the thing or day.) |Who can remember why it is at this time? |

| |(Chart ideas) |Because the Matariki stars rise, also at the same place the Sun at this |

| do you do at New Years that is special? |time. |

|dex.asp?a=3 |Who can tell me when we celebrate New Years in New Zealand? | |

| |Why do you think we celebrate New Years, what is special about this date? |Have a look at the Maori moon/lunar calendar and explore the significance of|

| | |the sky during this time and the effects it has on the Maori culture. |

| |Brainstorm ideas- a time to reflect, a time to make plans for the New Year, |This year the new moon will be on Pipiri 28 June. |

| |many people make New Years resolution! (Explain what a resolution and give an | |

| |example). |Read ‘Celebrating Matariki’ |

| | | |

| |Explain that different countries and cultures celebrate New Year at a different|Kites |

| |time. |Discuss the significance of kites and why they are flown during the Māori |

| |Does anyone know of another New Years that is celebrated in a different way and|New year. |

| |a different time? | |

| | |Why do you think kites were and are now flown to celebrate Matariki? |

| |Flick back through the Happy New Year! Book and with the children identify | |

| |which cultures they can see and explain when and what they do during their New |Kites were often seen as connectors of the heavens and the earth. |

| |Year. | |

| | |They were also a means of communication for instance one village would often|

| |For example, the Chinese celebrate New Year at the end of January and beginning|signal to the next that a meeting was needed by flying a kite. |

| |of February and celebrate in many ways including this street parade with the | |

| |Chinese dragon. (p.3) |Look at the different types of traditional Māori kites. Have images on A4 |

| | |size for children to see. |

| |Can anyone tell me the other New Year that is also celebrated in New Zealand | |

| |but at a different time to January the 1st? |Introduce that we will be creating our own kites to celebrate Matariki and |

| | |practice flying them for when it is Matariki time. |

| |It is the Maori New Year called Matariki! | |

| |Does anyone know anything about Matariki? |Demonstrate how to make the kite to the children. |

| |Matariki is small cluster of tiny stars that signal the Maori New Year. Towards|Have parent help if possible to help the children make them. |

| |the end of May each year, ‘Matariki’ rises on the North East horizon on the | |

| |same spot as the rising sun, around half an hour before dawn. |Make them to resemble the traditional Manu Patiki kite. Incorporate feathers|

| |Show which direction North East would be, could use compass. |to the kite as the traditional kites. |

| |Matariki has two meanings in English: | |

| |mata riki, tiny eyes. |Get the early finishers to assist the other children if they want |

| |mata ariki, eyes of god. |assistance. |

| | | |

| |Read Matariki by Melanie drewey. |Once the class has completed the kites, take the children outside and |

| | |demonstrate how to fly the kite. |

| |Can you tell me how Matariki relates to our work/topic on day and night? | |

| |What have you found out about Matariki? |In groups let the children fly their kites. |

| |What more do you want to know? | |

| |Think Pair share. |Come back to class and recap why we made the kites? |

| |In pairs come up with a question they want to find out about Matariki. |How are they related to Matariki? |

| |Chart ideas | |

| |What does Matariki mean for the Māori culture? Refer to the story Matariki |Write up statements on the board relating to Matariki and what we have |

| |story to prompt children. |learnt so far. Leave blanks for the children come up and fill to show what |

| |Beginning of new year according t the lunar calendar |they have understood. |

| |End of harvest | |

| |A time for reflection, action | |

| | | |

| |Ven diagram of our New Years in comparison with Matariki using hoola hoops and | |

| |drawings. | |

| | |Home work- |

| |Get children to place the pictures in what is the same and different for our |A focus on our whakapapa during Matariki gives us a better understanding of |

| |New Years and Matariki. |who we are, where we have come from and where we are going. It is also a |

| |Demonstrate two examples then put the children in groups (threes) to place the |great way to bring whänau together to share stories and knowledge. |

| |pictures down. | |

| | |Whakapapa is an important part of Matariki. For homework I want you to find |

| |Get the children to walk around the class and see if the other group placed |out stories of your whakapapa/ancestor and share back to the class. Or any |

| |them the same as them or not. |information about your ancestor. |

| |Discuss with children why the have placed pictures in certain. | |

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| |Insure the children see a correct example at the end if they have not done it | |

| |100% correct. Go over why the pictures are in the particular hoops. | |

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| |Ask what children enjoyed during the lesson and if they want to go over | |

| |anything in the next lesson. | |

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|Lesson 3 (Igniter, content, closure) |Further learning ideas for this unit |Reflection: |

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|Today we are going to be looking at another tradition that happened during Matariki. |Learn about the Matariki waiata and perform it to celebrate. | |

| | | |

|Read ‘Matariki the Māori New Year’ |Learn about traditional Māori instruments and make a porotiti. | |

| |Discuss if the children use music to celebrate events. | |

|Discuss any new traditions found during the reading. | | |

| |Learn about the myths and legends on Matariki and its creation. | |

|Today in Aotearoa we celebrate by having a feast at Matariki and in the past it was a time | | |

|where Maori harvested food and put them in the Pataka a Maori storage house, like our |Discover the importance of the maori cloak, korowai at the time | |

|pantries we have at home. |of Matariki. Make a class korowai showing what the class has | |

| |learnt during this unit. | |

|Looking at the Māori lunar calendar, who can see why it was a time to harvest? | | |

| |Depending on resources, organise a day to celebrate Matariki show| |

|Does anyone know any Moari Kai that would be harvested and put in the Pataka? |and tell what the children have created. Use the children’s menus| |

| |to develop and shared feast. | |

|Brain storm traditional Māori kai | | |

| | | |

|We are going to create our own menu that will be to celebrate Matariki. The menu has to | | |

|include at least 5 traditional types of kai that we have brainstormed. | | |

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|Cut the food out from magazines and if they can not find food draw the food. | | |

|Share the menus the children have display them on the wall. | | |

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|At the end of the lesson do the 2011 Matariki quiz to test the children’s knowledge so far.| | |

|Do this as a class. | | |

|Work out the answer with the clues. | | |

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