ICT Integrated Reo Maori Lesson Plan David...

1 | P a g e 642 - Assignment 1- David Nandigam

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ICT Integrated Reo Maori Lesson Plan David Nandigam

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Kāwhia – the coast with the most Integrated Reo Māori Lesson Plan Year 10 (Term 1)

The Background

The people of the great ocean going waka (canoe) Tainui, having traversed the

mighty Pacific Ocean eventually settled Kāwhia in about 1350. The rich food

resources offered by the sea, in the low bush covered hills and fertile lands could

not be resisted in the past and these diverse food resources continue to draw

many visitors to this area to this day.

Kāwhia is located on the north island of New Zealand's rugged west coast in about

one hour drive south-west of Hamilton on state highway 31. Kāwhia offers scenic

bush walks, historic sites of interest, fishing - either surf casting or charter boats,

a nine hole golf course, Te Puia beach hot springs, safe inner harbour beaches for

swimming, kayaking, horse trekking, the 'best' fish. Kāwhia has a long and

colourful history of both Māori and European settlement.

An Opportunity for a technology project

The Kāwhia traditional Māori Kai Festival is Kāwhia's biggest day every year.

Thousands of visitors flock for this annual festival celebrated on or around

Waitangi weekend in early February. The organisers of the event asked the

students of Year 10 to design and produce a menu, a publicity document

(advertisement) and a web-space (for public interaction) for Kāwhia Kai 2011

which will provide information about the festival and encourage local people and

tourists to visit Kāwhia and engage in a dialogue. The whole project, as a result,

involves four stages as detailed below:

1. Investigation of Māori Culture a. Fishing and food gathering

i. Maps (including weather maps) b. Recounting sport, leisure, and cultural activities

i. Simple interviews / reports 2. Investigation of Māori Traditional Food

a. Preparing and presenting food – Hangi, Kai

i. Conversational exchanges

ii. Questionnaires

3. Publicity Material – print based

a. Brochures


b. Plans for models and structures

4. Interactive publicity space – web based

a. Recounting activities with family, friends, and community

Each of the above stages involves the steps included in the Technological practice,

NZ Curriculum:

1. Planning: Students plan what they are going to do by brainstorming

showing the key steps involved in producing the solution to thier brief.

They also include with their planning an appropriate daily log for the

completion of tasks.

2. Investigation and research: They are to produce plans and sketches

for thier ideas which might include:

an investigation of fonts, images, backgrounds, colours etc. to be used

in the design and how these elements might work together

the size and shape of the document (look at folds eg single page, 2

page booklet or 3 page brochure)

investigating layouts of text and images

sketches notes and samples to demonstrate any design ideas

3. Selection: Select your ideas for the food menu and publicity material and

produce 2 sketches showing the layout of your ideas. You will need to

make notes describing the pros and cons of each idea (2 sketches). Select

one of them for further development and give reasons for your choice.

4. Designing and production: Produce a printout from your sketch. Write

down any changes you wish to make (annotated copy) to your selected

idea, fully justify the design decisions (in your evaluation) you have made

about your choices of display (fonts, spacing, images etc) . Re-evaluate for

suitability and effectiveness, making any necessary alterations, explaining

your reasons for making them.

5. Evaluation: Produce a final copy of your menu and publicity material.

Evaluate these against the original sketches. To achieve at higher grades,

you will need to discuss any problems experienced during the decision-

making process and how these may have been overcome. (Note the

ongoing nature of evaluation.)


Integrated Reo Māori Unit Planner - Year 10 Unit Title: Kāwhia Kai School: Curriculum Level: 5 Duration: 4 Weeks

Values highlighted in this unit

Excellence – aiming high, persevering Innovation, enquiry and curiosity Diversity – culture, language, heritage Respect – for themselves and others Equity – fairness and social justice Community and participation for the common good Ecological sustainability - Care for the environment Integrity – accountability, honesty, acting ethically

Key competencies highlighted in this unit

Managing self – self-motivation, personal goals, appropriate behaviour, resourcefulness, sense of self and importance of heritage Relating to others – listen actively, recognise different points of view, negotiate, share ideas Participating and contributing – balancing rights, roles and responsibilities, and responding appropriately as a group member Thinking – using creative, critical, meta-cognitive and reflective processes, drawing on personal knowledge and intuitions Using language, symbols, and texts – interpreting language and symbols, using ICT, recognising how choices of language and symbol affect people’s understanding.

Technology Strands

Technological practice

Planning for practice Brief development Outcome development and evaluation

Students able to develop a creative, innovative collage of images fully exploiting the design principles in order to represent their personality, interests etc

Technological knowledge

Technological modelling Technological products

Students understand that the images used influences the final outcome with regard to its fitness for purpose (i.e. selected for a display or publication in the magazine)

Technological systems

The Nature of Technology

Characteristics of technology Characteristics of technological outcomes


Curriculum Area: Technology Theme: Kāwhia Kai Festival 2011

Context setting: The broad objective of Kāwhia Kai is to create publicity material –printable and virtual - for this festival. Students will be learning about the background of this event, knowledge about Māori culture and traditional food. Students, using the information, resources that they have gathered, design and produce publicity material that reflects all aspects of the Māori food festival, the interests of the event, and things/activities that are important to them. Learning Focus: The following are the objective of Kāwhia Kai:

a. Designing for a variety of audiences and needs

b. Problem solving that helps support multiple perspectives

c. Technical image manipulation and print publishing skills

d. The design process and effective communication

e. Peer evaluation in a collaborative environment

f. Soft skills such as interviewing and responding to feedback

Related technology areas of learning: Visual Design, Digital Media Design, Digital Technology

Focus strand: Technology Practice

Te Reo Māori Integrative Component

a. Māori Culture: the concepts addressed here are

a. Fishing and food gathering

b. Preparing and presenting food

c. Recounting sport, leisure, and cultural activities

d. Recounting activities with family, friends, and community

b. Māori Knowledge: the socio-cultural concepts discussed are

a. Taiao (the natural world)

b. Whakapapa (lines of descent, connections, history)

c. Hapū (extended family)

d. Ahi kā (home f res, preserving one’s connection to the land, conservation)

e. Tikanga me kawa (protocols and procedures)


f. Tangata whenua (indigenous people, people with a bond to the land)

g. Te tika me te ngākau pono (integrity, honour)

h. Taha tinana, taha hinengaro, taha wairua (qualities of a person, well-being, balance)

c. Māori Language: the concepts discussed are around

a. Karakia (prayers)

b. Kīwaha (idioms)

c. Pepeha (iwi-specific sayings)

d. Waiata Māori (Māori songs)

e. Whakataukī (proverbs)

d. Language Use: ideas discussed are around

a. Brochures

b. Plans for models and structures

c. Conversational exchanges

d. Letters

e. Maps (including weather maps)

f. Questionnaires

g. Reports

h. Simple interviews

i. Simple speeches

j. Web pages


OPPORTUNITIES FOR INTEGRATION WITH OTHER LEARNING AREAS

Learning Languages

Mathematics (Statistical Investigations): the concepts discussed are s

around distance, perimeter, area, and other measurement tools to

gather data from images.

Social Sciences (All objectives)

Health and PE.

English (Speaking, Writing and Presenting – All objectives)

Arts

Team-Teaching: Team teaching some concepts with an art, business, English, or science teacher could provide students a great variety and an

authentic experience. This could be effectively carried out by arranging students go into the other teacher’s classroom for a change of

atmosphere or inviting the other teacher into the classroom or even tailoring the project content to the content being covered by subject-area

teachers.

ENHANCING MĀORI ACHIEVEMENT

(Principles of Treaty of Waitangi, Inclusion, Equity, Community Engagement)

Ask the students what they or their families know about annual Kāwhia Kai Festival.

Discover how the Māori interact with Kāwhia Kai Festival, past and present.

Explore the past and present importance of Kāwhia Kai Festival to Māori people.

Build partnerships with family/whanau and Māori in managing the events such as these.


Week 1 (3 Lessons)

Learning Intentions Technological practice Integrated Reo Māori

Students will analyse their own and others’ planning practices to inform the selection and use of planning tools. Use these to support and justify planning decisions (including those relating to the management of resources) that will see the development of an outcome through to completion.

TP 5.1 - Planning for practice 5.1 communicate about past activities

and events Resources

1. How might we use technological practice to help

Kawhia Kai Festival 2011? - Simple interviews / reports

2. Before proceeding, provide children with A3 sheet with the following question written in the middle. Ask them to draw or write any ideas, in ‘web’ or ‘mindmap’ style. If they have none then get them to write a question. Explain that if they don’t know yet, this is good because it gives us an idea of where to start the learning.

3. Maps (including weather maps) 4. We are planning ways to make it easier for people

to learn about, get close to, enjoy and develop some publishing material for Kawhia Kai festival 2011

5. 360º panorama with digital cameras (students rotate taking photos at each point) with ‘Water view’/‘What a view’ title for classroom display;

Investigation of Māori Culture 1. Fishing and food gathering 2. Recounting sport, leisure, and cultural activities 3. Talk again about what an Kawhia is; think about

what else they might see there (eg, plants, people, water, mud).

4. Plan a visit to local Maori traditional event 5. Revisit Kawhia – to explore Kawhia from the

perspective of it being a community resource. 6. What can you see, hear, touch, smell? How

does it make you feel? 7. sketches; notes on physical features. 8. Design, plan and make a diorama model of the

Kawhia area using a sand tray; use the photos and a 2D map as well, to show context and help with spatial awareness – students use this to help visualise the area they will be working in.

9. Why is Kawhia a special taonga for us and others?

10. Consult with Maori kaumatua and/or conduct a survey to find out how aware people are about the resource.

Assessment: Diagnostic: What do they know? What can they do?

Make tourist boards with photos from visit 2 – list major selling points of the unique Kawhia area with slogans such as “once you visit

here, you will never want to leave” & Display these above diorama model.


Week 2 (3 Lessons)


Students will justify the

nature of an intended

outcome in relation to

the need or opportunity.

Describe specifications

that reflect key

stakeholder feedback

and that will inform the

development of an

outcome and its

evaluation.

TP 5.2 - Brief development 5.2 communicate about present and past

states, feelings, and opinions Resources

1. Conversational exchanges

2. Questionnaires

Investigation of Māori Knowledge Preparing and presenting Traditional Food – Hangi, Kai

Assessment: Formative: Individual and group feedback & feed-forward - What are they learning? What do they need to learn?


Week 3 (3 Lessons)


Students will analyse their own and others’ outcomes to inform the development of ideas for feasible outcomes. Undertake ongoing functional modelling and evaluation that takes account of key stakeholder feedback and trialling in the physical and social environments. Use the information gained to select and develop the outcome that best addresses the specifications. Evaluate the final outcome’s fitness for purpose against the brief.

TP 5.3 - Outcome development and

evaluation 5.3 communicate about past habits

and routines Resources

Publicity Material – print based Plans for models and structures – a Poster Locate Information: Outline the positives, negatives and questions you have about the selected package so you can identify any further research you need to undertake to support your answer to the global question: Present Information: OR Create a poster or multi-media map of attractions on Kawhia with written and/or audio descriptions of the

key features. OR Produce a flyer using photos, graphics and text to communicate a set of ‘dos and dont's' for tourists to

Kawhia , showing them how to be environmentally and

culturally sensitive. OR

Create a poster or power-point presentation that

compare the products, prices, activities, and

attractions. Use graphics, photos, illustrations and

statistics. Comparisons could be made about the level

of marketing material available as well.

Investigation of Māori Knowledge 1. Ask the students what they know about Kawhia

Kai. Write their answers on the board. 2. Introduce the festival and its purpose. Prepare a presentation of the tour package that you have selected (on PowerPoint or poster). Describe all of the places on the islands that you will visit and the activities you will do. Highlight how the package suits each family member and how it demonstrates the principles of culturally and environmentally sensitive tourism. ‘Undesirable tourists’ might do things such as drop litter, take artefacts or other heritage items home, make fun of local cultures or loudly demand better facilities in a situation where that can’t possibly happen. 3. Historic background of the festival

Assessment: Diagnostic: Informal knowledge gained through interactions with students, individually, group and class

Formative: Students are able to evaluate it s fitness for purpose in relationship to their stakeholder feedback


Week 4 (5 Lessons)


Students will analyse their own and others’ outcomes to inform the development of ideas for feasible outcomes. Undertake ongoing functional modelling and evaluation that takes account of key stakeholder feedback and trialling in the physical and social environments. Use the information gained to select and develop the outcome that best addresses the specifications. Evaluate the final outcome’s fitness for purpose against the brief.

TP 5.3 - Outcome development and

evaluation 5.4 describe, compare, and contrast

people, places, and things Resources

Communicating and Interpreting visually Show an understanding of how texts are shaped for different purposes and audiences.

Identifies and describes how texts are constructed for a variety of intentions, situations, and levels of formality and for individuals or groups with varying characteristics and determinants, such as backgrounds, interests, and motivations.

Identifies particular points of view and evaluates the reliability and usefulness of texts.

Investigation of Māori Culture 1. Place and Environment: Students learn about

how people perceive, represent, interpret, and interact with places and environments to understand the relationships between people and the environment.

Assessment: Formative: Individual and group feedback & feed-forward - What are they learning? What do they need to learn?


Unit Planning: Assessment Achieved Merit Excellence

Pla

nn

ing

No evidence or incomplete planning

Evidence of some planning in visual diary

Resource ideas included

Planning is well-informed and evaluation is ongoing and each modification is noted and

There is clear evidence of resource ideas

Bri

ef

Incomplete or no evidence of any external research

Evidence of research of resourced ideas

Included thumbnail sketches

Indications of the size and shape of images and the layout

Evidence of research of resourced ideas

Each idea is evaluated with at least two points made, + or -

Written comments provided on ideas

Indications of the size and shape of images and the layout

Ima

ge

s Absent or incomplete. Creates original images that

employ good image composition and elements of visual design.

Creates original images with a point of view, clearly employing good image composition and elements of visual design.

Ima

ge

ma

nip

ula

tio

n Absent, incomplete,

or unfocused. Correctly uses colour

correction, selection tools, and retouching tools to manipulate images and focus the composition on the subject.

Alterations to the image support the original meaning of the image.

Correctly and appropriately uses colour correction, selection tools, and retouching tools to manipulate images and focus the composition on the subject.

Alterations to the image support the original meaning of the image.

Co

lla

ge

Absent, incomplete, or unfocused.

Collage is creative and communicates a visual story.

Collage includes at least three effective image-manipulation techniques (adjusting colour, retouching, selecting, cropping, resizing, and so on).

Images used in the collage have adequate permissions and are cited correctly.

Collage is copyrighted as original material.

Collage is creative, clear, compelling, and communicates a visual story.

Collage includes three or more impressive image-manipulation techniques (adjusting colour, retouching, selecting, cropping, resizing, and so on).

Images used in the collage have adequate permissions and are cited correctly.

Collage is copyrighted as original material.

Eva

lua

tio

n

Absent, incomplete, or unfocused.

Evaluation includes reasons are given for the choice of components

Most of the information is evident in the outcome/solution

Evaluation of both draft and final solution includes reasons for all design decisions

All information in included in the final solution

All design decisions are justified with reference to the specifications


Unit Planning: Conclusion & Discussion

The current Unit Canvas Me draws from three of the eight achievement

objectives. Planning of this unit also provide authentic contexts which allow for

the development of key competencies and for supporting values education; the

context of the activity provides the authenticity because it is

Involves the learner finding a solution to a perceived need or opportunity

as it is set in context relevant to learner i.e. soon after their WLW

experience and all the images are owned by the students and they are

ready to represent any aspect of their personality.

replicates the real world, especially their own world

Includes interactions with others for both collaborative learning and/or

evaluation

Acknowledges the learners prior learning and knowledge base

Allows for both active and reflective participation by the students

Encourages the learner to develop from novice to expert as the activities

provide advanced use of some of the skills, both project management as

well as technical

Allows opportunity for the learner to self evaluate their progress

This Unit planning also ensures that links are made to other curriculum areas

(such as general literacy and numeracy) as well as technology teachers within

department or faculty to ensure coherency between learning experiences and

coverage of a broad range of contexts as part of year 9 and 10 compulsory

technology programmes. Inviting a professional product designer into the class

will make the links clear for students to technology related careers, and such

experiences will lead students in their future learning and/or career pathway

planning.

Resources:

http://education-resources.co.nz/eco-tours.htm


Lesson Plan

Subject: ICT Topic: Introducing photography, colour, and design

Period: Date: Year: 10 Lesson #:

Resources: Try one of the following tools for concept mapping: Webspiration or a Bubbl.us (http://www.bubbl.us)

Learning Outcomes: By the end of the lesson the students will be able to

plan and design a collage concept (concept mapping), and communicate design decisions. investigate collages and critique them

Expected prior Knowledge:

Students will have already looked at the principles of design (aesthetics and function); this lesson

could be a refresher at the beginning of a new project.

Time Activity Content

5 minutes 10 minutes 10 minutes 20 minutes 5 Wrap-up

Introduce students to the goals of the project: Introduction… Understanding the uniqueness of designing collages Design principles Emphasis/contrast (focal point) & Colour Proximity/groupings Balance / Alignment Harmony/proportion White space & Repetition Conceptual collage Design Register with one of the online tools and create the concept map online Recap/Inspiration for future lessons

Instructions for the tasks on the board Show students examples of print-, web-, and video-based collages and discuss with students the types of design principles used in these collages. http://www.jigsaw2order.com/photo_collage_projects.html Design Principles.ppt (Appendix B) Tell students they will be creating a collage they can use as an identifying element for themselves. Instruct students to select the person, they will create their collage for and brainstorm a set of words and goals that best describe that person. Ask students to determine design principles they can use to evoke descriptive words as they sketch concepts for this collage on paper or online. Select a funniest image from WLW and let students

post a comment

Next lesson: Planning the for the project and Identifying and selecting the appropriate images

http://www.bubbl.us/

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