Exploring 'Te Whenua': New Zealand vs Another Land
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Exploring 'Te Whenua': New Zealand vs Another Land

Grade 1EnglishMathScienceSocial StudiesHistoryForeign LanguageArtHealthTechnologyEnvironmental ScienceGeography20 days
★★★★★
5.0 (1 rating)
This engaging Project-Based Learning experience for first graders revolves around exploring 'te whenua' - the concept of land in New Zealand - and its cultural significance, while comparing it to another country's landscapes through art, technology, and storytelling. Students will use a multidisciplinary approach involving creative storytelling, artistic expression, and digital presentations to express their understanding. The project includes creating a storybook, comparing global landscapes, producing digital presentations, and crafting art inspired by land, fostering a deep appreciation for cultural diversity and technological skills.
Te WhenuaCultural SignificanceStorytellingArtistic ExpressionDigital TechnologyGeographyMultidisciplinary Learning
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we as students create a multi-disciplinary, hands-on activity that explores 'te whenua' (the land) in New Zealand, its cultural importance, and its comparison with another country's land through art, technology, and storytelling?

Essential Questions

Supporting questions that break down major concepts.
  • What does 'te whenua' (the land) mean in New Zealand culture and why is it important?
  • How can we use art to show our understanding of landscapes and their significance?
  • Which tools and technologies can help us explore and understand different lands?
  • In what ways can we compare our land to another country's land in terms of history and significance?
  • How can storytelling be used to share knowledge about the land and its history?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will understand the cultural significance of 'te whenua' (the land) in New Zealand and another country, and express this through storytelling and art.
  • Students will utilize geographic and historical tools to compare and contrast the landscapes and significance of 'te whenua' in New Zealand with those of another country.
  • Students will create a hands-on, multi-disciplinary project incorporating art, technology, and storytelling to showcase their understanding of 'te whenua'.
  • Students will develop skills in using technology to research and present geographic and cultural information about different lands.
  • Students will learn how to use storytelling to communicate insights about cultural and historical aspects of land significance.

NZ Curriculum

SS1
Primary
Understand that people view and interpret places differently, based on identity and experience.Reason: This standard aligns with the project's goal to explore cultural significance of the land from multiple perspectives.
SS2
Primary
Develop visual and oral messages in a variety of media.Reason: The project involves creating artistic representations and storytelling to convey understanding of 'te whenua'.
SS3
Secondary
Identify how environments influence people, change over time, and place.Reason: Students will analyze how different lands have influenced cultures and how these lands have changed over time.
SS4
Primary
Use digital technologies to create and share ideas with others.Reason: Students will use technology tools to create and present their project findings.
SS5
Supporting
Develop an understanding of the arts and their contribution to cultures, society, and communities.Reason: The project includes using art to explore and present cultural significance of the land.

Entry Events

Events that will be used to introduce the project to students

Geo-art Mapping Adventure

Turn the classroom into an interactive map where students use art and technology to plot significant geographical and cultural points from New Zealand and another country. Through this creative and tactile approach, students are able to see and explore the interconnectedness of geography, culture, and history.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Te Whenua Storybook Creation

Students will create a vibrant storybook that explores 'te whenua' (the land) in New Zealand through tales, legends, and personal interpretations. This activity emphasizes the cultural significance and historical perspectives of the land by allowing students to participate in storytelling, fostering both comprehension and creativity.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce students to the concept of 'te whenua' and its importance in New Zealand through pictures, songs, and simple legends.
2. Guide students to brainstorm and discuss stories they have heard or created about the land.
3. Facilitate a drawing session where students illustrate scenes or elements from their stories.
4. Help students write simple sentences or captions that accompany their illustrations.

Final Product

What students will submit as the final product of the activityA collective storybook from the class with each student contributing a page that includes a drawing and a caption about 'te whenua'.

Alignment

How this activity aligns with the learning objectives & standardsAligns with SS1 (Understand that people view and interpret places differently, based on identity and experience) and SS2 (Develop visual and oral messages in a variety of media).
Activity 2

Global Landscape Comparison Chart

In this activity, students will explore and compare the landscapes of New Zealand and another country through geography and history. Students will use simple comparison charts that help them visually sort and understand the differences and similarities between the two lands.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce the students to basic geographical and environmental concepts using maps and globes, focusing on New Zealand and one other country.
2. Discuss and list features of each country's landscape, such as mountains, rivers, and significant historical sites.
3. Create a comparison chart as a class, where students draw or use cut-out images to represent these features.

Final Product

What students will submit as the final product of the activityA classroom comparison chart showcasing two countries' landscapes and cultural features as understood by the students.

Alignment

How this activity aligns with the learning objectives & standardsAligns with SS3 (Identify how environments influence people, change over time, and place).
Activity 3

Tech Tools Showcase

Students will engage with digital tools to showcase their findings and create a digital presentation about 'te whenua'. This activity emphasizes using technology in exploring and sharing cultural insights and fosters digital literacy from a young age.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce students to basic digital tools such as a simple drawing app or a basic slideshow software.
2. Guide students to create illustrations or slides about 'te whenua', incorporating images and brief text.
3. Assist students in sequencing their illustrations or slides to form a simple digital presentation.

Final Product

What students will submit as the final product of the activityA class digital presentation, where students each contribute a slide or image sequence about their interpretation of 'te whenua'.

Alignment

How this activity aligns with the learning objectives & standardsAligns with SS4 (Use digital technologies to create and share ideas with others).
Activity 4

Artful Expressions of Land

Students will use various art techniques to create pieces that express their understanding of 'te whenua'. By experimenting with colors and materials, students learn to convey how the land is represented in New Zealand culture and what it means to them personally.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Present different art forms inspired by the land, such as Maori art, and explore various techniques.
2. Allow students to choose an art form to express a concept or story related to 'te whenua'.
3. Provide materials and guidance as students create their own art pieces that represent their personal interpretation of the land.

Final Product

What students will submit as the final product of the activityA gallery of art pieces created by students that visually represent 'te whenua' through their chosen medium.

Alignment

How this activity aligns with the learning objectives & standardsAligns with SS5 (Develop an understanding of the arts and their contribution to cultures, society, and communities).
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Te Whenua Project Rubric

Category 1

Cultural Understanding of 'Te Whenua'

Assesses the student's grasp of the cultural significance and historical perspectives of 'te whenua' in New Zealand and one other country.
Criterion 1

Understanding of Cultural Significance

Evaluates the student's comprehension of 'te whenua' and its importance in New Zealand and another country's culture.

Exemplary
4 Points

Demonstrates an advanced understanding of 'te whenua', highlighting deep insights into its cultural significance in both New Zealand and the chosen comparison country.

Proficient
3 Points

Shows a thorough understanding of 'te whenua' and its cultural importance, providing clear and relevant examples from both countries.

Developing
2 Points

Displays a basic understanding of 'te whenua' with some relevant examples but lacks depth in cultural insights.

Beginning
1 Points

Shows minimal understanding of 'te whenua' with limited or inaccurate examples and insights.

Criterion 2

Storytelling and Expression

Assesses how effectively the student uses storytelling to convey understanding of 'te whenua'.

Exemplary
4 Points

Creates compelling stories that vividly convey the significance of 'te whenua', using multiple storytelling techniques creatively.

Proficient
3 Points

Tells clear and engaging stories that effectively highlight the cultural importance of 'te whenua'.

Developing
2 Points

Presents basic stories that convey the main idea of 'te whenua' but with limited detail and creative expression.

Beginning
1 Points

Struggles to convey the significance of 'te whenua' in stories, with unclear narrative structure and limited content.

Category 2

Artistic Representation

Evaluates the student's ability to use art to represent 'te whenua' and its cultural significance.
Criterion 1

Creativity and Technique in Art

Assesses creativity and the use of techniques to visually express 'te whenua'.

Exemplary
4 Points

Shows exceptional creativity and technical skill in art, presenting a powerful visual narrative that captures 'te whenua'.

Proficient
3 Points

Employs adequate creativity and techniques to effectively represent 'te whenua' through art.

Developing
2 Points

Uses basic art techniques with some creativity, but the representation of 'te whenua' lacks depth and detail.

Beginning
1 Points

Applies minimal creativity and basic techniques, resulting in a simplistic and unclear artistic representation of 'te whenua'.

Criterion 2

Integration of Art with Cultural Themes

Evaluates how well the art piece integrates cultural themes of 'te whenua'.

Exemplary
4 Points

Articulates cultural themes through art powerfully and cohesively, with deep connections between art form and cultural narrative.

Proficient
3 Points

Effectively integrates cultural themes into art with clear connections between the visual elements and cultural narratives.

Developing
2 Points

Attempts to incorporate cultural themes into art but lacks clear connections and thematic focus.

Beginning
1 Points

Shows minimal integration of cultural themes in art, with unclear or missing connections.

Category 3

Technology Use and Digital Presentation

Focuses on the student's ability to use technology to create and present ideas related to 'te whenua'.
Criterion 1

Proficiency in Digital Tools

Measures student's skills in using digital tools to create and present information.

Exemplary
4 Points

Demonstrates advanced skill in digital tools, creating a highly organized and impactful digital presentation on 'te whenua'.

Proficient
3 Points

Uses digital tools competently to produce a clear and effective presentation about 'te whenua'.

Developing
2 Points

Shows basic ability in using digital tools to create a presentation, but the output lacks detail and clarity.

Beginning
1 Points

Struggles with using digital tools effectively, resulting in an incomplete or unclear presentation.

Criterion 2

Creativity in Digital Presentation

Evaluates the creativity and design of the digital presentation, focusing on 'te whenua'.

Exemplary
4 Points

Exhibits exceptional creativity and design in digital presentation, effectively engaging the audience with unique elements related to 'te whenua'.

Proficient
3 Points

Employs creative design elements that effectively enhance the presentation of 'te whenua'.

Developing
2 Points

Shows some creativity in digital presentation, but lacks cohesion and impactful design elements.

Beginning
1 Points

Presents a basic and minimally creative digital presentation with insignificant visual or design impact.

Category 4

Collaborative Participation

Assesses student engagement and contributions in collaborative project activities.
Criterion 1

Teamwork and Engagement

Measures the student's participation and contribution in collaborative project activities.

Exemplary
4 Points

Demonstrates leadership and consistent engagement in collaborative activities, facilitating group success in project tasks.

Proficient
3 Points

Contributes effectively to group work with consistent participation and support for peers.

Developing
2 Points

Participates in group work with occasional contributions but lacks consistency and initiative.

Beginning
1 Points

Participates minimally in group activities, requiring support to engage and contribute.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on how your understanding of 'te whenua' (the land) and its cultural significance has changed through the various activities we participated in. What was the most surprising thing you learned?

Text
Required
Question 2

Which activity did you enjoy the most and why?

Multiple choice
Required
Options
Te Whenua Storybook Creation
Global Landscape Comparison Chart
Tech Tools Showcase
Artful Expressions of Land
Question 3

Rate your confidence in using technology tools to present information before and after the project. Use a scale from 1 (not confident) to 5 (very confident).

Scale
Optional
Question 4

Reflect on how storytelling helped you connect with the historical and cultural aspects of 'te whenua'. Give an example from the activities.

Text
Optional
Question 5

How would you compare the landscapes and cultures of New Zealand and the other country you studied? What similarities and differences stood out to you?

Text
Required