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Lesson Plan

Goals for the session


1. Explore natural resources and their
significance creatively

Date: 2015
Subject : Tawharanui Camp

2. Create a cohesive environment that w


provide students with a sense of
belonging

Year Level: BPE 1


Topic: Beach Art
Teacher: Donita & Teave

3. For students to gain a sense of


appreciation for the environment

Professional Objectives

Position myself where students can hear and see me


To ask open ended questions to test student knowledge
Gauge students learning through art
Lesson plan

Learning points

BEFORE SESSION:
Make sure that all equipment is ready including:
-

First Aid Kit


Sunblock
Camera
Gazebo

Introduction

INTRODUCTION: Welcoming Ceremony


Duration: 10-15 minutes
Small Powhiri for the students as they walk
onto the beach area. To officially welcome
them onto the land before we start
1. Karanga: Me + Caller (response)
2. Walk through time:
- Maori Proverb about the environment and
history of the environment. From the
Maori right through to what it is today
He wha tawhara hi uta; he kiko tamure ki
tai
The flowering bracts of the kiekie on the land
and the flesh of the snapper in the sea.
The strategic location of Tawharanui, and
its rich natural resources, made it an

The welcome symbolises the link


between the land and people.
Acknowledging the Maori culture
through using Te Reo
Students will be gain insight into the
history of Tawharanui and the
significance of the environment to the
livelihood of the Maori that occupied
the land. This sets a foundation for
student appreciation of the
environment and its value in history
right up to today.
Ask students if they can explain
why a karanga was done and what
the significance is behind it.
This can lead into telling the story
of Tawharanui after activity one??

ACTIVITY 1:
Duration: 15-20 minutes
STAND, OBSERVE AND LISTEN!

Familiarise students with some of the


resources around them

Once the group as been welcomed onto the area


in which the activity will take place, students will
find a spot on their own. Students will than
spend1-2 minutes embracing the natural
surrounding environment.

TRANSITION ACTIVITY:

Development of lesson

In their personal space, each student is to draw


a symbol/picture in the sand to express how they
felt from the moment of the Karanga, through to
the Stand, observe and Listen activity.
Here, students will share their piece of art to the
class and at the same time introduce and say
one interesting fact about themselves.

Creates an opportunity for everyone to


speak and contribute to the activity.
Allows students to connect with
Papatuanuku. Also gets students
to engage with their
surroundings and the importance
of nature.
Students will be seen to be
working on their own. Individual
learning.

ACTIVITY 2:
Duration: 15-20minutes

Challenges students to think creatively


and reflect on the environment.

LETS GET THINKING


Each student is to create a drawing in the sand
to represent:

Where the students have come from


Where they are at now
Where they hope to be in the future.

Students will be encouraged to use what they


can find around the beach. Once Students have
this, they will present this back to one other
person in the group. From here each person will
share their partners work to the rest of the class.
Points to help instigate some ideas. Links to the
New Zealand landscape
-

Importance of the environment to living


species, people and living things
Cultures
Within Physical Education
Being on Tawharanui

Challenges students to express


their thoughts through
environmental art.
Creates an opportunity for each
student to work amoungst their
peers.

ACTIVITY 3:
Duration: 15-20 minutes
SPECIAL GIFT
In the same pair, both students will make a
gift for their buddy based on the what they
learnt about their buddy in the previous
activity. This will be presented to their buddy
immediately after the activity.

ACTIVITY 4:

Students are challenged to


appreciation the natural
resources available to them
and to think creatively and
refleect on the environment.
Students must wear or obtain
gift with them throughout the
remainder of the lesson.

Embrace student appreciation


and effort towards creative
activity.

Duration: 15-20 minutes

Conclusion

YOUR STORY
Spread students out in a line across the
sand. In their own section each student will
sculpt a piece of art, that expresses who they
are as an individual. After each one has
completed their piece, they must use their art
to combine and create (tell) a story that
describes the group as a whole.
This may include there tawharanui
experience.

Students will make


connections to their own
values and belief

Students are engaged and


learning of each other and
reinforces group work (working
as a whole).

DEBREIF:
Make a circle with everyone facing in. Use
Students will discuss what they learnt in the
lesson. Using a thumbs-up rating, this will
indicate students learning.
(thumbs up meaning they learnt a lot and
benefited from the activity. Thumbs down
meaning the opposite).
THINK and, SHARE
1. Think: Students think independently about what
they have learnt

2. Share: Student share their ideas with a larger


group, such as the whole class. Often, students
are more comfortable presenting ideas after being
invovled with each other within previous activiities.

Reflect on their learning and


how it influenced them.