Karakia ki a Tāne

Tāne Mahuta

Tāne nui a rangi

Tāne whakapiripiri

Whakarongo mai! whakarongo mai!

Nāu i wehe ngā mātua, nāu ko te ao, nāu ko te pō

Nāu i whakairi te whānau mārama, nāu ko te awatea

Nāu a Papa i tīraha, nāu ko te ue

Nāu a Papatūānuku i whakakākahu, nāu ko te wao tapu

Nāu i hanga te whare tuatahi, nāu ko te whakaruruhau

Nāu i pupuhi te hau ora, nāu ko te tangata

Nāu ahau, nāu ahau

Tihei mauri ora!

Aro:

Date: Kaupapa:

Kia eke panuku/ success criteria

1. ​

​

Hei mahi:

Make a booklet, talk variables (match up) / fair test, do a practice write-up before we start .prep + write up takes AGES. photocopy group methods and match-ups.

Aro:

Date: 30/7

Make a big title on a new page in your book:

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Investigating like our Ancestors�

Our big question: Which plants in our local environment can be used to fight infection?

​

​

New kaupapa:

Investigating like our Ancestors�

Which plants in our local environment can be used to treat infection?

Kia eke panuku/ success criteria

• I know our class tikanga and routines
• I understand what our new topic is about.
• I can make observations using scientific sketching

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Hei mahi: class discussion, intro, drawing activity

AS91920 (5 credits) Three investigations: Observing and exploring, classifying and identifying and fair testing + a write-up at the end.

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Assessment = portfolio of all of the above.

SP100 Tikanga 2024

• We know each others’ names and work with everyone
• Music - when we’re working individually
• Lots of small group discussion, sitting with friends
• Ms Haines brings kai sometimes
• Ms Haines explains in-depth
• Ms Haines gives us time and space to work
• We listen to each other: “Listening up/ turituri/ Tīhei mauri ora”
• Bring your laptops for learning

Teacher rules: stay in class, no kai, phones in bags

What happens if we don’t follow our tikanga or the East Way?

What is our class tikanga for…

• The start of the lesson
• Coming into class if you are late
• Going to the bathroom/ leaving the room
• Eating
• What do you need to bring to class each day?
• Class discussions/ when the teacher is talking
• Using our headphones? Laptops? Phones?
• Individual/ group work time
• The end of the lesson
• Lab / practical work

What happens if we don’t get it right?

Observing and Exploring - what did we observe in the ngahere when we went tree planting?

How could we record our observations?

Let’s try botanical drawing

1. Match-ups
2. How is sketching as a scientist different from or similar to sketching as an artist?

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Aro: What are some tips for scientific sketching?

A

B

C

D

E

Date: 31/7 Kaupapa: What is Rongoā?

Aro: What are some tips for scientific sketching?

A

B

C

D

E

Date: 31/7 Kaupapa: What is Rongoā?

Kia eke panuku/ success criteria

• I can describe some ideas about rongoā Māori
• I researched one example of a rākau used in Rongoā Māori.

Hei mahi: discussion, video/ mindmap, researching/ making, quizlet

Aro: Match the kupu Māori with its (approx) English translation

Date: Fri 2 August Kaupapa: Ms Haines’ Birthday

Aro: Match the kupu Māori with its (approx) English translation

Date: Fri 2 August Kaupapa: Ms Haines’ Birthday

Kia eke panuku/ success criteria

• I made a ‘leaf poster’ with an example of a medicinal plant.
• I helped research antimicrobial plants for our class project.

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Hei mahi: make leaves, more research

Hei mahi - individual

1. Choose a plant that can be used as medicine - can be Māori or Pacific or from somewhere else
2. Use one of the books or a reliable website to find out:
1. Uses as medicine
2. Spiritual aspects (if there’s info)
3. Other uses/ interesting info
3. Record the name of the book + author in your book.
4. Present the information on a piece of paper in the shape of the leaf you are talking about.

Finished? Practice vocab using the Rongoā Quizlet - see the new GC

Aro: Match-up

Date: 6/8 Kaupapa: Researching antimicrobials

ANSWERS

Date: 6/8 Kaupapa: Researching antimicrobials

Kia eke panuku/ success criteria

• I understand the assessment
• I added four words to my vocab list
• I helped research antimicrobial plants for our class project.

​

Hei mahi: discussion, research, quizlet

AS91920 (5 credits) Three investigations: Observing and exploring, classifying and identifying and fair testing + a write-up at the end.

​

Assessment = portfolio of all of the above.

Investigating like our Ancestors�

Which plants in our local environment can be used to treat infection?

Let’s do some background research…

What causes infection?

Microbes are tiny living things, including viruses, bacteria and fungi.

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Pathogens are microbes that can cause disease or infection.

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Eg pathogenic bacteria cause impetigo, or school sores, a type of skin infection.

Impetigo = school sores = bacterial skin infection

What can fight infection?

Antimicrobial - a medicine that will fight infection

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Antibacterial - a medicine that will fight bacterial infection

Your mahi: use books/ reliable online sources to research which Aotearoa plants are already known to be antimicrobial/ antibacterial/ fight infections.

Everyone must find at least one source - double-ups OK.

Who could we ask?

What should we ask?

Aro: Match-up

Date: 7/8 Kaupapa: Observing and Exploring

ANSWERS

Date: 7/8 Kaupapa: Observing and Exploring

Kia eke panuku/ success criteria

• I understand our first investigation
• I started exploring and observing

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Hei mahi: discussion, short walk, botanical drawing/ photos.

Investigating like our Ancestors�

Big question: Which plants in our local environment can be used to treat infection?

Little question/ investigation #1: Exploring and Observing

​

Where are the plants in our local environment/ what can we observe of them?

When we are outside:

• What is our tikanga as a class? How can we use our phones for learning? Tikanga for gathering samples?

​

• Take five photos (one in each area) , with ‘captions’ - your name, area number and date. Take two samples (I’ll put these in water).

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• Email these photos to your school email address so you can put them in the doc ‘Observations - photos of species’.

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• You will then annotate some of these and do botanical sketching of some of these (when we get back to class and next week). Minimum 2 sketches, 5 total.

Aro: Match-up

Date: 9/8 Kaupapa: Types of Investigations

ANSWERS

Date:9/8 Kaupapa: Types of Investigations

Kia eke panuku/ success criteria

1. I can describe different ways that scientists investigate.
2. I can choose the best type of investigation to answer a given question

​

Hei mahi: discussion, group match-up activity, worksheet

Discuss in groups - what practicals/ investigations have we done this year?

There are lots of different types of ways of investigating - not one set ‘scientific method’

Our pātai:

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Which plants in our local environment can be used to treat infection?

​

Hei mahi:

Match up the type (red), the description/purpose (blue), the examples (green) and the uses (yellow).

Finished? Fill in your vocab sheet/ practice quizlet

Choosing an investigation style - doc/ worksheet

At end of each , practice the six questions using the dice

Aro: Match-up

Date: 20/8 Kaupapa: Classifying

ANSWERS

Date:19/8 Kaupapa: Classifying

Aro:

Date: 21/8 Kaupapa: Classifying and Identifying

1. What is our big question?
2. What type of investigation did we do last week?
3. What was the small question we were trying to answer last week?

Answers

Date: 21/8 Kaupapa: Classifying and Identifying

• Big question: What plants in our environment can be used to fight infection?
• Exploring and observing
• Small question: What can we find in our local environment?

What did we find out?

How is this useful?

What are our predictions going forward?

Kia eke panuku/ success criteria

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1. I can describe how things can be grouped together according to Western Science and Te Ao Māori
2. I made my own classification system

​

Hei mahi: video/ discussion, group activity, worksheet

Answers

Date: 21/8 Kaupapa: Classifying and Identifying

• Big question: What plants in our environment can be used to fight infection?
• Exploring and observing
• Small question: What can we find in our local environment?

What did we find out?

How is this useful?

What are our predictions going forward?

Could fungi treat bacterial infections?

Assessment checklist

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Observing and exploring (Achieved only):

​

• 2 x map observations
• 2 x annotated photos (with titles + area)
• 1 x scientific drawing (with title + area)

Develop your own classification system

1. Sort the organisms (living things) into groups - there are no wrong or right answers.
2. Give each group a name based on what’s in it (make it up).
3. Write the characteristics of each group.

Finished? Read the “classifying and identifying” reading on the GC, section 6

eg) what would the names of these food groups be?

Classifying: two perspectives

• Western Science: Linnaean classification

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• Te Ao Māori: Whakapapa

video

How do Western scientists put living things into groups?

eg) kawakawa

The Linnaean System

The Kingdoms of Life

It’s a ….

Has vessels

Produces flowers

Has cone-shaped flowers

Belong to ‘pepper’ family

How is giving native plants scientific names a form of colonisation?

How are living things connected in te Ao Māori?

Where do humans fit? What about plants ?

Whakapapa/ Linnaean classification worksheet

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Finished? Read the “classifying and identifying” reading on the GC, section 6

Aro:

​

Which family is kawakawa in according to

1. Te Ao Māori ?
2. Western Science?

Date: 28/8 Kaupapa: Identifying Plants

Answer:

​

What family is kawakawa in according to…

• Te Ao Māori - Tāne is the father of plants
• Western Science - it’s in the pepper family

Date: 28/8 Kaupapa: Identifying Plants

Kia eke panuku/ success criteria

1. I identified plants in our local environment
2. I showed Ms H that I can identify plants in our local environment

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Hei mahi: Set up clipboards, walk

What are some ways of identifying/ naming plants?

1Tohunga (expert) knowledge/ whānau knowledge

2. Key

3. Aotearoa species app

Donna Kerridge (Ngāti Tahinga, Ngāti Mahuta - tohunga

Aotearoa Species Classifier

1. One person per group can download the app (free)
2. Use the app to identify the species on your key, write down the names as you go (both Te Reo and latin names), and whether its native or non-native.
3. Look at the ‘prediction probability’ - close to one means it’s reliable.

�Tip: it works best if you take a photo of a few leaves close-up, rather than the whole tree.

Kia eke panuku/ success criteria

• I made my own key to identify plants in our local environment
• I can name three different ways of identifying/ naming plants

Hei mahi: Group key task, i -naturalist practice

Answers - check with me if you have something different

Western Science:

Largest grouping: Kingdom (contains ALL plants) Smallest: Species (only contains that one type of harakeke). Harakeke is in the plantae kingdom, ie it’s a plant because it gets its energy from sunlight.

Mātaraunga:

• Whakapapa means ancestors, background, linking of people and things.
• Parents of Harakeke = Tāne (atua of forest) and Pākoti (one of Tāne’s many wives)

Grandparents of Harakeke = Rangi + Papa (Sky and Earth)

• Our responsibility is to take care of the Earth, as we come from the Earth.

Advantages of Western Science perspective: uses different types of evidence, focuses on small details eg) DNA, microscopic details

Advantages of Mātauranga perspective: shows connections between all things, shows our responsibility to take care of everything.

What are some ways of identifying/ naming plants?

1.

2.

3.

Donna Kerridge (Ngāti Tahinga, Ngāti Mahuta - tohunga

What is a snake?

Create your own dichotomous key

1. Number your leaves
2. Observe the leaves closely - look at the shape, the edges, the vessels (veins), colour, texture, smell, stem placement.
3. Sort the leaves into two main groups, give reasons for why you grouped them this way. Think of a yes -no question that differentiates the two groups- this is the start of your key.
4. Keep splitting each group into two groups, adding questions to your key as you go.
5. Test your key out on someone from a different group.

Aro:

Date: 3/9 Kaupapa: Micro-organisms

• What is our big question?
• What type of investigation did we do last week?
• What was the small question we were trying to answer last week?

Answers

Date: 2/9 Kaupapa: Micro-organisms

• Big question: What plants in our environment can be used to fight infection?
• Classifying and Identifying
• Small question: Which species of plants are in our local environment?

Kia eke panuku/ success criteria

• I understand how the assessment works
• I have organised my portfolio
• I can describe three different types of microbes

​

Hei mahi: check-in/ vocab lists, lego task

Staphylococcus aureus or Streptococcus pyogenes

What do I need in my portfolio?

Observing and Exploring

​

• 2 x map observations
• 2 x annotated photos (with titles + area)
• 1 x scientific drawing (with title + area)

Classifying and Identifying

​

• Approx 10 species identified, with prediction probabilities
• Some species that you have reason to believe will fight infection
• Ms H has observed you identifying species

1. Write yourself a to-do list
2. Check your name is on everything
3. Update your vocab list / practice vocab using quizlet on GC

Final assessment:

• Method + proof - what did we do, how can you prove you took part?
• Findings - what did we find out, use evidence to back this up.
• What was the purpose of this investigation type? Use evidence to back this up.

---> How did each investigation type help answer the big question?

What are microbes?

Micro-organisms (aka microbes) are tiny living things.

Some are helpful to us humans, some are harmful.

There are three main types:

• Bacteria
• Viruses
• Fungi

Microbes Mahi - answer in your book

1. Read your card. Write down the name of your microbe.

2. Is your microbe a bacteria, virus or fungi?

3. Is it helpful or harmful to humans? Explain.

4. Find your type of microbe on the “intro to microbes” info sheet. Draw the structure of your type of microbe in your book, with labels.

5. Create a lego model of your microbe based on the drawing in your book. How many times bigger do your model is than the real thing?

6. Use the info sheet to fill in the words microbe, fungi, virus and bacteria on your vocab sheet.

Finished? As a group, create a venn diagram with the headings fungi, virus and bacteria (on A3 paper).

Aro:

Date: 5/9 Kaupapa: Growing Microbes + the Immune System

Name one microbe that is

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1. Harmful
2. Helpful

​

(ask people at your desk to help you)

Karakia ki a Tāne

Tāne Mahuta

Tāne nui a rangi

Tāne whakapiripiri

Whakarongo mai! whakarongo mai!

Nāu i wehe ngā mātua, nāu ko te ao, nāu ko te pō

Nāu i whakairi te whānau mārama, nāu ko te awatea

Nāu a Papa i tīraha, nāu ko te ue

Nāu a Papatūānuku i whakakākahu, nāu ko te wao tapu

Nāu i hanga te whare tuatahi, nāu ko te whakaruruhau

Nāu i pupuhi te hau ora, nāu ko te tangata

Nāu ahau, nāu ahau

Tihei mauri ora!

Kia eke panuku/ success criteria

• I can grow microbes using an agar plate
• I can describe how our our immune system helps us fight disease.

​

Hei mahi: swabbing practical, immune system documentary

1. Swab a surface
2. Grow a bacterial ‘lawn’

In groups:

Which body system helps us fight diseases eg) bacterial school sores?

Biology = study of living things

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Biohealth = study of human health

The Immune System - documentary

What are some threats to our bodies?

​

​

What are the ways our body/ immune system protects us from microbial disease?

​

​

Questions I have about the immune system:

Aro:

Date: 6/9 Kaupapa: Ngā Tikanga Rongoā

What tikanga (protocol/ customs) do you know about gathering plants for medicine?

-

-

-

Kia eke panuku/ success criteria

• I can describe some tikanga of gathering rongoā
• I followed tikanga to gather rongoā and made wairākau

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Hei mahi: Look at bacterial plates, group tikanga activity, gather plants, practical

• Swabbing surfaces
• Growing a bacterial ‘lawn’

Quick look at microbial plates

Ngā Tikanga Rongoā

1. Read the information from the ART collective calendar.
2. Make a brainstorm that summarises the key tikanga for gathering and preparing medicinal plants.
3. Add tikanga from your own whānau.
4. Use colour to code the tikanga that are a) practical b) spiritual (they can be both).
5. Check the maramataka - is today a good day for gathering plants for medicine?

Pou Rongoā of the Rongoā Collective of the Ā.R.T. Confederation (l-r) Pania Solomon, Sharlene Maoate-Davis and Hemaima Wiremu

Preparing wairākau

1. Label the beaker with your name
2. Fill the beaker with leaves to about halfway
3. Add water so that it covers the leaves
4. Carefully boil the mixture for five minutes.

​

Don’t touch hot stuff.

Don’t pick up the beaker with tongs.

Aro: Match-up

Date: 10/9 Kaupapa: Fair testing

Answers

Date: 10/9 Kaupapa: Fair testing

Kia eke panuku/ success criteria

• I have chosen my plants to test
• I have written my investigation method
• I understand what a ‘control’ is

​

Hei mahi: choose plants, demo, method writing, make wairākau

Hei mahi

1. In a group of 3- 4 (max), decide if you want to test wairākau (water based treatments), honey, gels, juice or oils.
2. Look at our class research.
3. Choose 2-3 plants to test, based on our research/ your whānau knowledge. Check these with Ms H and write them on the board.
4. Figure out what your ‘control’ will be. Write this on the board.
5. If you are making waikākau, get started.
6. Start writing your group method.

Writing your method

1. Take turns filling in the blanks on your method - everyone needs to contribute.
2. Ask Ms H. to check your method.
3. Finished/ waiting? Do some more research on the antimicrobial properties of your plant, add this to your doc.

Aro:

Date: 11/9 Kaupapa: Anti-bacterial fair-test

1. What is a fair test?

​

​

​

Tip: look at your green ‘types of investigation sheet.

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• What makes our experiment a fair test?

Answers:

Date: 11/9 Kaupapa: Anti-bacterial fair-test

• What is a fair test?

​

When you change one variable, and keep everything else the same.

​

• What makes our experiment a fair test?

�We are testing different plants, but keeping everything else the same.

Kia eke panuku/ success criteria

1. I set up my own agar plate as part of my group’s experiment.
2. I worked calmly and tidily in the lab.

Hei mahi: Method check, carry, out experiment.

Hei mahi

1. Fill in you group method.
2. Everyone in the group needs to be answer the questions (verbally):
1. What is the point of this test?
2. What makes it a fair test?
3. Give a brief summary of how the experiment works.
3. Ms H will check the above.
4. Clear your desk and collect your equipment.
5. When you have everything ready, carefully carry out your experiment - one agar plate each.

Finished?

• Check you have completed our first two investigations, and you understand why we did them/ why we chose that type of investigation.
• Carry out further background research on the plants you are using.

Aro:

Date: 13/9 Kaupapa: Results + Conclusion

Think about how our ancestors would have investigated our big question, compared to how we did it.

�WHat is one similarity?

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What is one difference?

Aro:

Date: 13/9 Kaupapa: Results + Conclusion

Think about how our ancestors would have investigated our big question, compared to how we did it.

�What is one similarity?

​

What is one difference?

In vivo vs

in vitro

Kia eke panuku/ success criteria

• I measured some “zone of inhibition”, and calculated averages.
• I wrote a conclusion
• I understand the purpose and type of our three investigations

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Hei mahi: measure results, write conclusion and discussion/evaluation. Organise portfolio.

Results:

Conclusion:

Measure the widest diameter. there are small dots in your z o i, you can ignore these, but make a note.

Small question #3: Which plants prevent bacterial growth?

The following plant species prevent peppercorn bacterial growth… manuka oil and honey and garlic.

Aro:

Date: 17/9 Kaupapa: Getting ready for the assessment

What is our whole class conclusion to our anti-bacterial fair-test?

​

The following plant species prevented peppercorn bacterial growth:

Aro:

Date: 18/9 Kaupapa: Getting ready for the assessment

My to-do list for today:

​

-Finish…

- Ask about…

-

-

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Karakia ki a Tāne

Tāne Mahuta

Tāne nui a rangi

Tāne whakapiripiri

Whakarongo mai! whakarongo mai!

Nāu i wehe ngā mātua, nāu ko te ao, nāu ko te pō

Nāu i whakairi te whānau mārama, nāu ko te awatea

Nāu a Papa i tīraha, nāu ko te ue

Nāu a Papatūānuku i whakakākahu, nāu ko te wao tapu

Nāu i hanga te whare tuatahi, nāu ko te whakaruruhau

Nāu i pupuhi te hau ora, nāu ko te tangata

Nāu ahau, nāu ahau

Tihei mauri ora!

Answer

Date: 17/9 Kaupapa: Getting ready for the assessment

​

​

The following plant species prevent peppercorn bacterial growth:

​

garlic (14 mm), manuka oil (11 mm), manuka honey (15mm).

Kia eke panuku/ success criteria

• I understand the assessment
• I know what I need to do to get ready for the write-up on Friday.

Hei mahi: Workshops

• Starting O+E/ C+I/ FT
• Yesterday’s lesson
• Merit/ Excellence

Extension forms

Area: bush/ link track

How should we treat school sores?

What were the three investigation types?

What does the assessment write-up look like? Exemplar?

Assessment conditions:

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• Open book, but you can’t prepare answers

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• Only the template doc may be open on your screen - no access to internet/ AI

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• Individual work, no talking to others

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• We will have a reader-writer available

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• Teacher/ aide can say:
• “Add more detail”
• “Add evidence/ example from your portfolio”
• “At A/M/E level”
• Read out and reword the question to you

​

What do I need in my portfolio?

Observing and Exploring

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2 x map area observations

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2 x annotated photos (with titles + area)

​

1 x scientific drawing (with title + area)

Classifying and Identifying

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Approx 10 species identified, with prediction probabilities - written in a table

​

Some species that you have reason to believe will fight infection

​

Ms H has observed you identifying species

Fair testing

​

You have prepared your own agar plate

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Your group has completed the results + conclusion _ + you know the class conclusion

Discussion only (you can’t prepare this in writing):

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For each investigation…

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1. The small question + type of investigation

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2. What we did (summary), proof

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3.The findings, with evidence

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4. The purpose of this type of investigation - the purpose of this type of investigation (use definition), give example/ evidence.

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5. Merit/ Excellence: See GC post / workshop with Ms H for more detail.

​

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Final write-up on Fri --->

Check you’ve read our class research and completed the vocab list

Merit and Excellence:

6. Evaluating the investigation types (M):

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Was each type of investigation/features of your method appropriate (or not) to answer each small question? Give a definition of each type of investigation and support your reasons with evidence.

​

​

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Conclusion for the Big Question (E):

​

Considering the evidence (including our research), what is your answer to your Big Question?

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Why did you use these three different types of investigations to try to answer our Big Question?

Do the findings of each investigation/ our whānau research validate or invalidate (agree or disagree with) each other? Support your reasons with evidence.

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Hei mahi

1. Write yourself a to-do list (including vocab list/ reading over the class research)
2. Catch up on any work you’ve missed
3. Read the exemplar. What questions do you have? Write these or your name on the board.
4. Talk through the A/M/E questions with a partner - you need to be able to answer the questions for each of the three investigations, as well as answer the big qu. for Excellence.

Discussion only (you can’t prepare this in writing):

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For each investigation…

​

The small question + type of investigation

​

What we did (summary)

​

The findings, with evidence

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The purpose of this type of investigation - the purpose of this type of investigation (use definition), give example/ evidence.

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Merit/ Excellence: See GC post / workshop with Ms H for more detail.

​

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Please sit by yourself, find your book/ portfolio/ laptop + open the google classroom. Don’t start just yet.

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Assessment conditions:

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• Open book, but you can’t prepare answers

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• Only the template doc may be open on your screen - no access to internet/ AI

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• Individual work, no talking to others

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• Headphones OK for music - must be a pre-set playlist, no changing tracks during assessment

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• We will have a reader-writer available

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• Teacher/ aide can say:
• “Add more detail”
• “Add evidence/ example from your portfolio”
• “At A/M/E level”
• Read out and reword the question to you

​

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Finished? Explore genetics resources in post on stream of GC.

Term 4 Plan

Genetics or mechanics?

Maramataka, mahinga kai or water purification in the Pacific?