Tapukara – Makaurangi

nā Kiwa Hammond

He whakarāpopoto

This article introduces the concept of individual uniqueness and the ability to identify someone by their fingerprints. The usefulness of fingerprints is also explored.

Ngā āhuatanga i roto i te tuhinga

He whatu tūkanga

• The article reinforces the importance of personal identity and self-worth.
• The article provides an opportunity to promote self-respect and respect for others.
• Many physical attributes are things each person is born with and remain intact for life unless injury causes change.
• Spiral lines of fingerprints can be compared to those of tā moko and toi whakairo.

He whatu tamariki

• The text encourages students to consider closely their own personal attributes.
• The text provides an opportunity to reinforce personal care and actions.

He whatu pānui

Hei tautoko i te kaipānui

• A question is posed that the article proceeds to answer.
• Four types of fingerprint patterns are identified.
• Italics are used to highlight fingerprint patterns and translations.
• Sub-headings are used to define sections; these could be examples of paragraphing.
• Photographs and images support the text.

Kia mataara!

• Some students may find certain words and ideas challenging. (See 'He kete kupu' for more information.)
• Help students make the connection that fingerprints provide information about a person's identity.

He kete kupu

Please ensure your students are familiar with the words in this 'He kete kupu' and are able to use them confidently.

Hei wānanga i te reo

Spend some time discussing passive endings and examples of how some of these function in the text. Explain that the word 'taea' is a passive and that it means 'to be able to'. It is never used with the word 'ki'.

e.g. Ka taea e au te haere. (Correct)

Ka taea e au ki te haere. (Incorrect)

Hei whakaihiihi

• Show the students a picture of the thumb print logo used by Te Papa Tongarewa or an enlarged thumb print.
• Ask the students "What do you think this is?" and record their responses.
• Introduce the title.
• Briefly consider the illustrations and discuss relevant features.
• Introduce new words and concepts.
• Set a purpose for the reading. Ask the students to read and find the phrase that describes the most significant feature of fingerprints.

Hei wānanga

• Students could make their own fingerprints using a stamp pad. These could be enlarged using either an overhead projector or a photocopier.
• Individual fingerprints could be analysed to identify the types of patterns specified in the article.
• Comparisons could be made with the fingerprints of other students.
• 'Fingerprint people' could be made by adding heads, arms, and legs to the fingerprints. These reinforce the idea that everyone is unique.
• Compile classification charts of the students in the classroom, using physical attributes such as hair colour, eye colour, height, and gender.
• Play an identity game. Describe a student in the class. The other students guess who is being described.
• Explore and create patterns for kōwhaiwhai and carving.
• Investigate how the tread on a tyre, or the sole of a shoe, can create grip.
• Research the use of the stylised thumb print logo by Te Papa Tongarewa.
• Cut and stamp other suitable items such as lino, soap, blocks of wood, and pieces of foam to see the prints they leave.
• Rubbings of man-made objects or natural objects could be made using crayons.
• Students could create personalised wrapping paper, using their fingerprint to make a pattern.
• Students could make individual identification cards using their fingerprint and adding their name and classroom details.

He whakapuaki māramatanga

• He ōrite ngā tapukara o ngā māhanga. Āe, kāo rānei?
• E hia ngā tūmomo tauira tapukara i runga i ngā matimati o te tangata?
• He aha tētahi kupu anō mō te mahi tā moko me te mahi toi whakairo?
• Ki ōu whakaaro, he aha tētahi mea mīharo e pā ana ki ngā tapukara – makaurangi o te tangata?
• Ki ōu whakaaro, he aha te take tokoiti noa iho te hunga kāore ō rātou tapukara?

Hei mahi

Ki runga ^