Te huri o te āhuarangi
nā Oho Kaa
This factual report describes the impact of global warming and illustrates this with reference to severe weather patterns over the last two decades. It places responsibility for global warming with humankind and identifies potential future outcomes. The conclusion asks the reader to consider methods of global preservation.
Ngā hononga ki te marautanga
Te Reo Māori i roto i te Marautanga o Aotearoa (wh. 60, 68, 77, 86, 95, me 103)
| Whenu | Whakarongo (Kōrero) |
| Kōeke | 3 |
| Whāinga paetae | Ka whakarongo, ka mārama, ka pāhekoheko te ākonga kia mau, kia roa ai ngā whiriwhiri ā-rōpū i ngā tūmomo horopaki katoa. |
| Pūkenga | Ko te mārama ki ētahi rerenga kīwaha. |
| Whenu | Kōrero (Whakarongo) |
| Kōeke | 3 |
| Whāinga paetae | Ka taea e te ākonga te kōrero, te pātai, te whakaputa ōna ake whakaaro ki te hunga ākonga, ā, me raupapa, me mārama te kōrero. |
| Pūkenga | Ko te whakamahi i ētahi āhuatanga o te kōrero, o te whakaatu ā-waha, kia puta ake ai i ngā pānga e pīrangi ana ia kia puta. |
| Whenu | Pānui (Tuhituhi) |
| Kōeke | 3 |
| Whāinga paetae | Ka taea e te ākonga te tīpako mai me te pānui ngā tuhinga, hei whakaea hoki i ngā kaupapa kua whakaritea. |
| Pūkenga | Ko te whakahiato kōrero e puta mai ana i ngā tuhinga. |
| Whenu | Tuhituhi (Pānui) |
| Kōeke | 3 |
| Whāinga paetae | Me mārama, me whai hua tā te ākonga tāna tuhi i ngā momo tuhinga huhua noa. |
| Pūkenga | Ko te whai māramatanga mai i ngā rauemi hei āwhina i te whakatikatika i āna tuhinga. |
| Whenu | Mātakitaki (Whakaatu) |
| Kōeke | 3 |
| Whāinga paetae | Ka mātakitaki, ka mārama te ākonga ki ngā momo reo ataata, reo ā-waha, me te mōhio anō ki te pānga o tētahi ki tētahi. |
| Pūkenga | Ko te auahatanga o te whakaaro reo ataata. |
| Whenu | Whakaatu (Mātakitaki) |
| Kōeke | 3 |
| Whāinga paetae | Ka taea e te ākonga te whakamahi ngātahi te reo ā-waha me te reo ataata kia puta ai ngā pānga e hiahiatia ana. |
| Pūkenga | Ko te tāutu i ngā pānga o ētahi āhuatanga reo ataata. |
Hei mahi
- Use the guided reading approach with an instructional group. Tell the students that today’s task is to use context to predict the meaning of new vocabulary. Ask the students to read silently page by page. After reading each page, get them to list all unfamiliar terms or phrases on a large sheet of paper and discuss possible meanings for each term using the context. Then ask the students to consult the papakupu and reread that page before going on to the next.
- Have the students work in pairs to research global warming. Tell them to focus on evidence of global weather patterns, for example, floods and droughts. Use the Think, Pair, Share strategy and get each pair to share their learning with another pair.
- In pairs, have the students make fact charts about different aspects of global warming. Tell the students that their charts need to show change over time and how and why this change is evidence of global warming.
- Ask each pair of students to demonstrate the impact of global warming on different communities by creating and performing a role-play.
Aromatawai
Ka whakaaturia tana tohungatanga ki te:
- whakawhiti mōhio ki te reo ātaata
- āta whakaputa kōrero.
