sequence the ancestral life line 1 - kiwis for kiwi · this is one possible sequence to get you ......

Important understandings or big ideas about the kiwi and education for sustainability that these suggested learning experiences may develop include:

• RESPECT for all life because our lives are connected in a variety of ways. The connections may be infl uenced by beliefs, values, cultural perspectives or experiences in the environment.

• EXTINCTION as a possibility for our national icon the kiwi. What does it mean for kiwi to be a national icon and symbol of New Zealand, yet critically endangered?

Note: There will be a number of other learning experiences that you will need to develop to best meet the needs of your students. This is one possible sequence to get you started at LEVEL 2 of the New Zealand Curriculum These ideas can be adapted to other levels of the curriculum. It develops the above understandings through English and Social Studies learning areas, a values exploration and integration of a Ma-ori perspective of the environment.

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The Ancestral Life Line

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1 : The Kiwi Icon (Part 1)

2 : The Kiwi Icon (Part 2)

3 : Whakapapa

4 : A Symbol Forever or of the Past?

6 : Extinction or Kiwi Forever?

Extension Idea : Are there Symbols in the Numbers?

5 : Adapt or Die?

English : Listening, reading and viewingThrough this experience students will explore the idea of the kiwi as a national symbol and icon.

English : Listening, reading and viewingThrough this experience students will explore symbols and icons of New Zealand and what it means to be ‘a Kiwi’.

Social Science : Social Studies Through this experience students will explore a Ma-ori perspective of the kiwi and how this relationship develops respect for all life because our lives are intertwined.

English : Listening, reading and viewingThrough this experience students will explore the idea of extinction and what it might symbolise if we let our national icon the kiwi become extinct.

English : Speaking, writing and presentingIn this experience students present their views and ideas about the kiwi as a national icon today. Students will express their views and opinions about the possibility of extinction for kiwi and what this means for our national icon.

Mathematics : Statistics, numbers and algebraThrough this experience students will explore some of the patterns and trends in data about the kiwi and make predictions about the status of our national icon the kiwi. This experience is more suitable for students working at level 4-5 of the New Zealand Curriculum; however there may be aspects that can be adapted for use elsewhere.

Values ExplorationThrough this experience students explore people’s values about the kiwi.

Appendix Cards (included in this pack):

Cards: (1), (2), (3), (4) and (5)

Visit www.savethekiwi.org.nz/kiwi-classroom to:

Download Resources: (1) Spider Diagram, (2) A Timeline, (3) Consequence Wheel and (10) Venn Diagram

View video: How to Save Kiwi - Chapter 1

Download Images: (1) Vestigial wing, (2) Kiwi nostril, (3) Kiwi foot

Find links for website references

What you Need for this Sequence

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Listening, reading and viewing – students learn to select and use sources of information processes and strategies with some confi dence to identify, form and express ideas.

Enlarge a rubbing of a kiwi from a one dollar coin. Reveal some of the rubbing, telling students that it is part of a very important symbol of New Zealand.

Show the students some more clues using images – (1) vestigial wing, (2) close up of a kiwi nostril, and (3) kiwi foot. Can they guess what the important symbol is?

What’s special and unique about a kiwi? Use a venn diagram to compare the features of a kiwi to a common bird that students can observe from the classroom or in the school grounds.

After viewing, reading or listening to information about the kiwi, have students observe a garden bird, comparing features such as legs, feathers, beak, how they feed, movements, etc.

Use what has been observed and found in other sources to complete a venn diagram comparing kiwi to the garden bird you have chosen.

Discuss what some of the unique features of the kiwi are and why students think they are a special bird. (You could also do a before and after view.)

The Kiwi Icon (Part 1)

Through this experience students will gain an understanding of what makes the kiwi an icon.

1LEARNINGEXPERIENCE

English



(1) More of the Kiwi’s Story

View video: How to Save Kiwi - Chapter 1

Download Resource: (10) Venn Diagram

Download Images: (1) Vestigial wing, (2) Kiwi nostril, (3) Kiwi foot

Find web links to: Meet the Locals video, Toitu- te Ao carving and English exemplars.

Supporting Resources for this Experience

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Talk about what symbols and icons are. Discuss which symbols students think are most effective, collate ideas about what makes an effective design for a symbol and how they can communicate an important message through the design.

For more ideas on exploring a symbol see Toitu- te Ao carving and English exemplars online – see the web links in supporting resources.

For Further Investigation...

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2 KIWI FOREVER : SEQUENCE 1 – The Kiwi as an Icon : The Ancestral Life Line

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Listening, reading and viewing – students learn to select and use sources of information processes and strategies with some confi dence to identify, form and express ideas.

Make a collection of symbols and icons of New Zealand and compare the similarities and differences between the symbols. For example, we recognise them easily, they are from nature, they are designs, not necessarily accurate drawings or photographs.

There are a range of common symbols and icons for New Zealand on google images (search ‘kiwi bird’). Several logos and symbols are included in this resource.

Draw out ideas about symbols of New Zealand being connected to nature, particularly our native plants and animals, and discuss the word native.

Share the comments from Appendix Card: (2) Iconic Comments Have students collect comments about icons and symbols of New Zealand from people they know.

Do national symbols and icons from other countries also connect with nature in some way? Use expertise from within the class (consider the nationalities already in your class) to discuss national symbols from other countries.

The Kiwi Icon (Part 2)

Through this experience students will explore symbols and icons of New Zealand and what it means to be ‘a Kiwi’.

2LEARNINGEXPERIENCE

English

Have students investigate and develop a symbol(s) for their family in connection with Learning Experience 3 – Whakapapa.


Collate students’ ideas about why the kiwi might be an important symbol of New Zealand and a special bird. What attributes does the kiwi have that demonstrate what it means to be a ‘Kiwi’?

Begin a PMI (Plus, Minus and Interesting chart) on the kiwi as a national icon. Ask other people to add to the PMI. Add to this PMI throughout the unit of work. Is anyone concerned that our national icon is endangered? Are we concerned?

What do I know now about symbols as a way of communicating with others?

Refl ection


(2) Iconic Comments


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KIWI FOREVER : SEQUENCE 1 – The Kiwi as an Icon : The Ancestral Life Line 3

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Whakapapa

Through this experience students will explore a Ma-ori perspective of the kiwi and how this relationship develops respect for all life because our lives are intertwined.

3LEARNINGEXPERIENCE

Social Science : Social StudiesStudents will begin to gain knowledge, skills and to understand about how places infl uence people and people infl uence places.

Explore the idea of ancestors, whakapapa (creating a base or foundation of meaning for people, layer upon layer), family trees and connections between people, places, plants and animals.

Use the creation pu-ra-kau Ranginui and Papatu-a-nuku as a starting point and Appendix Card: (3) Genealogy (Whakapapa) and Appendix Card: (4) Guardianship (Kaitiakitanga) to discuss the ancestry of kiwi (for a scientifi c perspective see Sequence 2).

Discuss the following idea from The Story of Papatu-a-nuku from Te Ara (see web links in resources below) or seek a Ma-ori perspective from within your local community about the relationship between kiwi and people. Have students draw or write what it means to them.

In Ma-ori tradition and history, Papatu-a-nuku is profoundly important. Papatu-a-nuku is the land, a mother earth fi gure who gives birth to all things of the world and imparts many blessings to her children.

She is seen as the birthplace of all things and the place to which they return, and is considered a foundation for human action. Papatu-a-nuku is the fi rst kaupapa (platform) in the traditional world view.

A suggested paraphrasing to use with students:Papatu-a-nuku is a really important fi gure for Ma-ori. She is described as the land that we live on and is the fi rst mother of all things of the world.

The earth and all that is in it are linked by their connection to Papatu-a-nuku as the birthplace of all things. She is also the place where everything will return and is the foundation for how people live their lives.

Expand the family tree for kiwi (e.g. add other birds and insects), and develop students’ family trees and discuss places and environments that are signifi cant for them.

Have students investigate and develop their mihi or develop a pepeha- for themselves or their class. Guidance on creating a mihi is available online – web link available in supporting resources.


Discuss how this learning experience explores a Ma-ori perspective of the kiwi, and explore how this relationship develops respect for all life because our lives are intertwined by completing a T-Chart.

Questions to help students complete the T-Chart:• What is an ancestor? Who are important ancestors

for you?• Where did your ancestors come from? What place

might have been signifi cant for them? For you?• Why might Ma-ori feel a connection to kiwi and the

land where kiwi live?• What ideas and thoughts about kiwi, their connection

with Ma-ori and your own family has this activity provoked? Is there a new question or idea you are going to investigate?

Refl ection

ME KIWI

People important to

Places Important to

Own ideas

This has made me think about.....


School Journals:


(3) Genealogy (Whakapapa) (4) Guardianship (Kaitiakitanga)

Connected 1, 2004: The Winds of Ta-whirima-tea by Takao Nuku. (Notes for Teachers available in links.)

1994, Part 1, No.5: The Story of Papa and Rangi by Mihi Roberts.

Find web links to: The Story of Papatu-a-nuku, Ma-ori Myths, Legends and Contemporary Stories – Ta-whirima-tea and teacher notes, and Creating a mihi.


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4 KIWI FOREVER : SEQUENCE 1 – The Kiwi as an Icon : The Ancestral Life Line

sequence the ancestral life line 1 - kiwis for kiwi · this is one possible sequence to get you ......

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