Te Kete Ipurangi Navigation:

Te Kete Ipurangi

Te Kete Ipurangi user options:

He Kohikohinga Ministry of Education.

Mā te pouako navigation

He paihikara

Nā Tipene Watson

Have you every seen a parade of such interesting bicycles?

'He paihikara' story by Tipene Watson, with page numbers from He Kohikohinga 35.


Inanahi, i kite māua ko Pāpā i ētahi paihikara tino rerekē. He paihikara tino teitei.

Yesterday Dad and I saw some strange looking bikes. There was a very high bike.


He paihikara kotahi noa te wīra. He paihikara takirua.

There was a one-wheel bike. There was a two-seater bike.


He paihikara takitoru. He paihikara tawhito.

There was a three-seater bike. There was an old bike.


He paihikara tere. He paihikara tino iti.

There was a racing bike. There was a very small bike.


Engari, ko te paihikara tino pai ki a au ko tō pāpā nā te mea e rua ngā tūru kia haere tahi ai māua.

But my favourite bicycle is my dad's, because it has two seats so I get to go too.

Possible achievement objectives:

Science in the curriculum

Strands: Making sense of the material world

Achievement objectives:

Students will:

  • investigate and describe ways of grouping a wide range of unfamiliar materials using readily observable properties
  • investigate and describe how the physical properties of materials are related to their use.

Essential skills for assessment

Students will consistently:

  • identify, and process information from a range of sources (Information)
  • use imagination and logic to discover and apply solutions based on personal experiences (Problem solving)
  • recognise group strengths as the most appropriate way of accomplishing a range of shared tasks (Social and co-operative).

Activities to support the achievement objectives

1. Teacher directed

Resources: 2 sheets of drawing paper, pencils.

Tell the students that you will be going out to have a look at bicycles. Organise a buddy system between a bike user and a non-bike user. First read the poem to the class, then all read it aloud together.


  • What skills are needed to be able to ride a bike?
  • Which cyclists are allowed to ride on the footpath?
  • What are some of the dangers related to riding on the footpath?

Write the students’ answers on the board.

2. Teacher directed

Organise students into four groups. At the bicycle stands, select a bicycle and describe its parts and their functions, then instruct each group to draw one of the following sets:

  1. pedals, chain
  2. light, handle bar
  3. wheels, bike pump
  4. helmet, light reflectors

3. Testing the gears

Station 1: Students get into pairs, then one from each pair, Group 1, go to one end of the tennis court and the others, Group 2, go to the other end.

  • Group 1: At one end of the tennis court with notebooks and watches.
  • Group 2: At the other end on their bicycles. Using the low gear, Group 2 ride in a straight line along the length of the court.
  • Group 1: Count and record the number of pedal turns for the entire distance.
  1. Repeat the exercise to test the other gears.
  2. Transfer the data to a graph.
  3. Do the same tests for uphill and downhill.
  4. Decide which gear is the most appropriate for riding uphill, downhill and on a flat surface.

4. Figure eight

Station 2: Students make two groups.

  • Group 1: Negotiate the figure eight.
  • Group 2: Record the details: turning corners without putting a foot on the ground; riding at a safe speed; watching out for other road users.

Ki runga ^

Ngā hononga

Pāwhiria a konei mō ngā pārongo e pā ana ki te pukapuka.

Te Marautanga o Aotearoa

Ngā whakaputanga tā o 'Mā te Pouako'

Site map