Kaikorai PBL Plan : Focus

Kaikorai PBL Plan : Focus -Project Name: Voyages Duration: 10 weeks

Teachers: John Bish, Megan Day, Jill Kumar, Amy McBeath Middle Syndicate

Driving Question:

How can we as chroniclers (storytellers) tell the amazing story of Pacific migration?Project Summary (including client)

In this project, students create an interactive book (using Book Creator) to celebrate andcommemorate Māori voyaging and voyagers. Each class chooses a navigational tool, skill orknowledge needed by a Pacific navigator and analyzes the key understandings necessary for asuccessful voyage. Students create an interactive book with information and accompanying images,audio, or video that enhance the important ideas they need to share.

Teams collaborate to produce an interactive book that ties the ideas together around a commontheme. Finally, students work together as a class (and school) to create a community exhibitionfeaturing their interactive books.

Clients:● Our parent community● Experts who we have worked together with during the project

Key Competencies KAIK Values - give examples

● Thinking● Using Language, Symbols & Text● Managing Self● Relating to Others● Participating & Contributing

KindAspiringIndependentKeen

Curriculum area and achievement objectives

From Aotearoa New Zealand's Histories in the New Zealand Curriculum (Draft for Consultation):UNDERSTAND:

● Māori history is the foundational and continuous history of Aotearoa New Zealand.- Māori have been settling, storying, shaping, and have been shaped by these lands and waters for centuries. Māori history forms a

continuous thread, directly linking the contemporary world to the past. It is characterised by diverse experiences for individuals,hapū, and iwi within underlying and enduring cultural similarities.

KNOW:● Migration and Mobility (Years 1-3)

- Māori voyaged across the Pacific and became tangata whenua: the indigenous people of this place. Māori navigation to AotearoaNew Zealand was deliberate and skilful.

- Migrant connections with the Pacific have been important and continue to be so.● Migration and Mobility (Years 4-6)

- Polynesian peoples arriving in Aotearoa New Zealand had already explored vast areas of the Pacific Ocean, creating islandsettlements from Hawaii in the North to Easter Island in the East to Aotearoa New Zealand in the South.

- The stories of iwi and migrants from different periods in our history convey their reasons for and experiences of migration.Sometimes these experiences were negative because of the way migrants were treated.

DO:● Identifying and using sequence (Years 1-3)

I can retell a story from the past using an appropriate frame of reference.● Identifying and using sequence (Years 4-6)

I can construct an historical sequence of related events and changes and recognise that others might sequence it differently.

Technology in the New Zealand CurriculumTECHNOLOGICAL PRACTICE

● Planning for practice- Develop a plan that identifies the key stages and the resources required to complete an outcome.

● Brief development- Explain the outcome they are developing and describe the attributes it should have, taking account of the need or opportunity and

the resources available.● Outcome development and evaluation

- Investigate a context to develop ideas for potential outcomes. Evaluate these against the identified attributes, select, and developan outcome. Evaluate the outcome in terms of the need or opportunity.

DESIGNING AND DEVELOPING DIGITAL OUTCOMES (Progress outcome 1):● In authentic contexts and taking account of end- users, students participate in teacher-led activities to develop, manipulate, store,

retrieve and share digital content in order to meet technological challenges.In doing so, they identify digital devices and their purposes and understand that humans make them. They know how to use someapplications, they can identify the inputs and outputs of a system, and they understand that digital devices store content, which can beretrieved later.

Science in the New Zealand CurriculumUNDERSTANDING ABOUT SCIENCE

● Appreciate that scientists ask questions about our world that lead to investigations and that open-mindedness is important because theremay be more than one explanation.

KĀPEHU WHETŪSCIENCE

Astronomical Systems (L3)● Investigate the

components of the solarsystem, developing anappreciation of thedistances between them.

BIRD MIGRATIONSCIENCE

Ecology● Recognise that living

things are suited to theirparticular habitat.

PREPARING FOR A JOURNEYHEALTH & PHYSICALEDUCATIONSafety management

● Identify risk and use safepractices in a range ofcontexts.

WAKA HOURUASCIENCE

Physical inquiry and physicsconcepts

● Explore everyday examplesof physical phenomena,such as movement, forces,electricity and magnetism,light, sound, waves, andheat.

Key Milestone1

Launch

Key Milestone2

Build Knowledge

Key Milestone3a

Build Knowledge

Key Milestone3b

Build Knowledge

Key Milestone3c

Build Knowledge

Key Milestone3d

Build Knowledge

Key Milestone4

Develop &Critique

Key Milestone5

Present

Entry Event

Students explorethe theme andgenerate need toknow questions.

Research theIssue:

Students explorethe basics ofPacific migration toAotearoa NewZealand.

Research theIssue:

Studentsunderstand thevarious ways peoplecan use to guidetheir travels.KĀPEHU WHETŪ

Research theIssue:

Studentsunderstand thevarious ways peoplecan use to guidetheir travels. BIRDMIGRATION

Research theIssue:

Studentsunderstand thespecific knowledgeand skills Māoriexplorers needed.PREPARING FOR AJOURNEY

Research theIssue:

Studentsunderstand thespecific knowledgeand skills Māoriexplorers needed.WAKA HOURUA

Final ProductReview andFinalisation:

Students identifythe best way toshare their ideasusing Book Creatorto meet the needsof their targetedstakeholder group.

Present FinalProducts:

Students sharetheir work with thepublic audience andreflect on theirlearning and projectexperience.

Key StudentQuestions

Key StudentQuestions

Key StudentQuestions

Key StudentQuestions

Key StudentQuestions

Key StudentQuestions

Key StudentQuestions

Key StudentQuestions

* What is humanmigration?

* Where did thefirst voyagers toNew Zealand travelfrom?

* How did the earlyvoyagers knowwhere to go?

* How many starsare part of kāpehuwhetū (the Māoristar compass)?

* How were Māorinavigators able toremember and thenuse kāpehu whetūon their journey?

* How can birdmigration be usedto help withwayfinding?

* Which foods wereMāori voyagers ableto take with them?

* How did theykeep their food safeto eat?

* What did theyhave to drink?

* How are wakahourua different /similar to othervessels people haveused for longdistance travel onthe ocean?

* Whichinformation is themost important toshare with

Key Vocabulary Key Vocabulary Key Vocabulary Key Vocabulary Key Vocabulary Key Vocabulary Key Vocabulary Key Vocabulary

* migration* voyagers* Pacific* Māori

* kāpehu whetū* compass* navigator* navigation* wayfinding

* migration * preservation

https://www.sciencelearn.org.nz/resources/2917-puzzling-out-pacific-migrations

FormativeAssessment

FormativeAssessment

FormativeAssessment

FormativeAssessment

FormativeAssessment

FormativeAssessment

FormativeAssessment

FormativeAssessment

* Use the QuestionFormulationTechnique to beginbrainstormingquestions aboutPacific migration toNew Zealand.

Reflection Methods

Reflection Methods(how individual, team,and/or whole class willreflect during or at end ofproject)

Learning Experiences:

Pre PBL learning (learn the process before using it to learn the content)

EduProtocol - Frayer EduProtocol - ThinSlides

EduProtocol - MiniReport

See, Think, Wonder Active Listening

Academic Goals:● Develop understanding of

words or concepts.● Create a simple graphic

organiser that studentscan replicate on their own.

● Make learning andmemorising attainablewhen appropriate.

Begin with a simple word such as‘apple’ or ‘dog’. Something that thestudents know well. Model how tofill in each part of the Frayertogether. Students can then trytheir own Frayer using somethingthat they know well.

Academic Goals:● Achieve quick academic

concept development.● Focus on creativity and

visual communication.● Support student

collaboration and criticalthinking.

Academic Goals:● Learn to combine facts

from more than one sourceinto one report.

● Distinguish betweenrelevant and non-relevantfacts.

● Build capacity for longerand more detailed reportsover the course of theyear.

Intention / Purpose:● Infer● Identify● Hypothesize● Speak & Listen● Collaborate● Activate Prior Knowledge● Critical Thinking● Reflection

Begin with a simple picture such asa story starter card with an unusualimage. Get the students to look athow to add their thoughts to theSee, Think, Wonder template.

Intention / Purpose:● Focus on the information

being shared.● Think critically about what

is being shared.● Students think about the

connections that can bemade between their ownknowledge and experiencesand what is being shared.

Use the poster whenever children aresharing their ideas or work withothers. Talk about the importance ofbeing an ‘active listener’.

Milestone 1 - Launch

Day 1 Day 2* Talk about active listeningskills with students prior towatching ‘Nau mai ki te Land ofVoyagers’ video.

* As an entry event, watch ‘Naumai ki te Land of Voyagers’.

* Write down any vocabularywords that children saw or heardfrom the video. Allow studentsto watch the video through againand add to the vocabulary list.Explain any Māori vocabulary andthe English translation.

* Talk about the differencebetween questions andstatements. Look at ways tobegin a question (what, where,who, why, when, how) and getstudents to write down theirown questions after watchingthe video.

* These can be added to the‘See, Think, Wonder’ chart.

* Address any misconceptionsthat came through in thestudents’ questions or discussionfollowing the first session.

* Look at the driving question -discuss what a chronicler is andcreate a simple Frayer for this.Talk about migration and createa simple Frayer for this.

Reading resources you might like to use to help students answer our driving question:

School Journals Epic Readworks Library / Other

General ● The Path Beneath OurFeet (Level 3, May 2016)

● Kuri (Level 2, October2015)

● Tupaia (Level 3, ???)

● ● Wayfinding: Never Lost● Wayfinding: Finding Land● Wayfinding: Planning the

Route● Wayfinding: Holding the

Course

● Polynesian Mythology● Captain James Cook● Easter Island Statues

● Polynesian Voyaging: WhyThen, Why Now?

●

Star Navigation-> general navigation

● ● Mapping in Navigation(Cynthia Light Brown,Patrick M. McGinty)

● Migration (Suzette Toms)● What is Migration?

(Bobbie Kalman, JohnCrossingham)

●

● Navigation in the Age ofExploration

●

Bird Migration-> general navigation

● ● Birds on the Move● How to Welcome Migrating

Birds● Migration: Difficult and

Dangerous, But Worth theTrip

● Lights Out, Please!● Climate Change and

Migration● How do Birds Find Their

Way?

● Navigation in the Age ofExploration

●

Preparing for a Journey ● What Shall I Pack for MyTrip? (Cecilia Minden)

● ● Polynesian Voyaging:Provisions for Voyaging

●

Waka Hourua ● ● Floating and Sinking (AmyS. Hansen)

● Floating or Sinking (JulieK. Lundgren)

● Floating Origami (JoeFullman)

● What Can Float? (PamHolden)

● Things That Float andThings That Don’t (DavidA. Adler)

● ●

Websites and Resources you might find useful:

General ● Tuia Education- Tuia Mātauranga Activity Book

(Junior)- Tuia Mātauranga Activity Book

(Senior)● Tour Builder

● This website has some really good resourcessuch as the activity books which could beused in the classroom to support yourteaching.

● You could use Tour Builder to show thejourney our Polynesian ancestors took to getto New Zealand.

Kāpehu whetū ● Planisphere Printable- Planisphere How to Guide

● You could use the Planisphere to supportstudent understanding about how thePolynesian navigators used the stars forwayfinding.

Bird migration ● Meet the Locals: Godwits / Kuaka

● Kuaka Collaborative Artwork

● A YouTube clip by the Department ofConservation with information about themigration journey of godwits / kuaka.

● This could be used as inspiration for acollaborative class artwork celebrating theamazing journey of the kuaka. Music couldalso be created to go with it.

Preparing for a journey

Waka hourua

Milestone 2 - Build knowledge

Day 1 Day 2 Day 3 Day 4 Day 5* Watch the second video in theseries ‘Migration: The UntoldStory’.

* List any vocabulary thestudents come up with relatingto the video. Explain any Māorivocabulary and the Englishtranslation.

* Students can then watch thisagain at their own pace, taking ascreenshot from the video thatthey feel is important orinteresting.

* Students add their image to ashared slide and present theirthinking in a short statement tothe class:“I thought that it wasinteresting…”“I chose this picture because…”

Modifications:* Students who have difficultysharing their ideas may just liketo share their statement fromthe mat.* Students who have difficultyexplaining their thoughts mayneed to be prompted with aquestion:“What did you like?”“What did you think wasinteresting or important?”

* Watch ‘Star Compass’.

* List any vocabulary thestudents come up with relatingto the video. Explain any Māorivocabulary and the Englishtranslation.

* Talk about why there was aneed for a ‘Star Compass’ andcompare this to the types ofnavigation that people usedtoday.

* Refer back to ‘Migration: TheUntold Story’ and the comparisonof the size of Mars and Temoana nui a Kiwa (the PacificOcean). Discuss the size of thePacific and how necessary it wasto have a reliable navigationsystem.

Modifications:* Utilise teacher aides duringreading or writing sessions tointroduce some of the videos.Discuss ideas in smaller focusedgroups to develop ideas. Writedown any ideas so that they arenot forgotten.

* Watch the beginning of ‘Birdsand Navigation’. Pause the videoafter the statement: “Over4,000km from here in WestPolynesia, across the mightyPacific to Aotearoa. A land theyknew that was there. How?Birds.” (Timestamp 0:55)

* In groups, ask students tothink about the information thatbirds might give them aboutthere being land across thePacific. Write down each idea ona Post It ready to share backwith the class.

* One group places their firstPost It note on the board with abrief statement:“We think…”“Maybe…”“We wondered if…”Each group follows, either byplacing their Post It in a newcolumn. If they had the sameidea as another group, they canput their Post It in the samecolumn:“We also think…”

* Continue watching the videoand see if any of the students’ideas match up to theinformation presented.

Modifications:* Some students could work witha teacher aide or teacher whocan provide prompts as needed.

* Show students the picture of‘The Arrival of Māori in NewZealand’. With partners quicklydiscuss the painting.

* Share ideas in a classdiscussion, adding to an ‘It’sOPTIC-al’ chart.

* Watch ‘Mythbusting “TheArrival of Māori in NewZealand”’.

* Have a look back at theOPTIC-al chart and talk aboutwhich things depicted in thepainting were accurate orsomewhat accurate, and whichthings were wrong.

* Students then need to thinkabout how they would show abetter depiction of the arrival ofMāori in New Zealand.

Modifications:* Students could create this on aChromebook with a range ofprovided images.

* Watch ‘Tupaia - MasterNavigator’.

* Look at the maps created byCaptain Cook and Tupaia.Compare these to modern daymaps. Have a look at GoogleEarth and the technology thatwe can use today.

* Use a 5W cube to get studentstalking about the informationshared in the video.

Modifications:* Students could work with ateacher aide or teacher during areading or writing session. Afterthey have watched the video,they can be given some basicquestions to fit the frame (Whowas Captain Cook? Who wasTupaia? Where did they sailfrom? When did they sail toAotearoa?). Discuss the answerstogether so that they are familiarwith the knowledge.

Milestone 3a - Build Knowledge: Kāpehu whetū (AMY)

Day 1 Day 2 Day 3 Day 4 Day 5

Milestone 3b - Build Knowledge: Bird migration (MEGAN)

Day 1 Day 2 Day 3 Day 4 Day 5.

Milestone 3c - Build Knowledge: Preparing for a journey (JILL)

Day 1 Day 2 Day 3 Day 4 Day 5

Milestone 3d - Build Knowledge: Waka hourua (JOHN)

Day 1 Day 2 Day 3 Day 4 Day 5

Look at and discuss the Viewing and Presenting Posters to develop understanding about formatting for their Book Creatorproject.

● Focus on the connectionbetween the images andthe text.

● Start a collection of pieceof writing and images thatmight go into the finalbook.

● Think carefully about thecolours that we want touse that might fit with ajourney across the Pacific.How else can we usecolour to enhance themessage we are trying toshare?

● Think about the layout ofthe images and text onthe page. Are there waysthat we can enhance themessages we are trying toshare? Can we shape texta certain way?

● Think carefully about thecolours that will work best- try different font colourson different colouredbackgrounds and groupthem into ‘easy to readand effective’ and‘difficult to read’.

● Think about the colour ofthe pages that theinformation and text willsit on.

● Discuss different types oftext that can be used forour book. Talk aboutfonts (size, colour, andtype) and how some fontscan actually make it hardfor others to read ourwork.

Explore examples on ‘Book Creator’ (look at the content created by others to identify high and low quality)

Images Audio Recordings Timelines Videos Writing● Look at the types of

images used by others -photographs, sketches,collage, paintings.

● Which images are selectedfor each part and why?

● Listen to an audiorecording and the differentthings that students haverecorded.

● Look at how they have setout the timeline to makeit easy for others to read.

● Have a look through thevideos in the books. Whathave students createdthrough video to sharetheir learning?

● Read through the textscreated by others andthink about the genresthat will best suit ourpurpose.

Explore ‘Book Creator’ (learn how to use the tools before using them to share the content)

Images Audio Recordings Timelines Videos Writing● Look at how to add

images onto the page. Talkabout how to takescreenshots / photos tomake sure that the imageis not distorted or missingparts. Once an image hasbeen added, show studentshow to adjust the size sothat it is not distorted(drag from the corner)

.

● Talk about the need to beclear when speaking.Think about pace,background noise (makesure you are in a quietspace, the Chromebook /iPad is in a place thatdoesn’t need to be movedaround).

● Look at how to use shapetools to create a timeline.Teach students how toalign these so that thetimeline is easy to read.

● Watch some KPSTV to lookat what makes a goodpresenter. Watch someshort animations to seehow they can share theirwork.

● Discuss different types oftext that can be used forour book. Talk aboutfonts (size, colour, andtype) and how some fontscan actually make it hardfor others to read ourwork.

Milestone 4 - Develop and Critique

Day 1 Day 2 Day 3 Day 4 Day 5● Make a plan for all of

the items studentsdeem important enoughto include in their book.

● Make links to ourdriving question - isthere anything elsethat needs to beincluded?

● Look at each item thatneeds to be included.Identify the best wayto share the item -writing, images,animation, video, audiorecording.

● Assign different tasksto different students /groups of students.

● Work on creating eachitem. Use a range ofresources, and check foraccuracy oncecompleted.

● Work on formattingfonts, colours, imagesizes etc.

● Read through the bookand check to make surethat everything makessense and is in alogical order.

● Share the book with arange of people -students, teachers,parents.

● Identify any parts ofthe book that needfurther editing /modifications.

Milestone 5 - Present

Expo

● Interactive Book (each class to create 1 book on a particular topic in the series ‘Celebrating andCommemorating Māori Voyaging and Voyagers’.

Assessment ideas

Steam Toolbox

-Animation-Doink Green Screen-Edison robots-Bee-bots-Makey Makey-Scratch Junior-Tinkercad-Scratch

-Augmented reality-Gravit-VR-Taleblazer-3D printer-Cardboard -construction-Google slides-Videos-Photos

-PicCollage-Stop Motion-Seesaw-QR codes-Robotics-Binary Digits-Graphic design-App making

Resources Needed

KĀPEHU WHETŪ BIRD MIGRATION

I Know/ I Wonder T chartHow to make a magnetic CompassOcean CurrentsPE Compass GamesHow do birds knowE3 Call Home-Janet HuntGodwit’s Journey-Sandra MorrisLive Bird TrackerSJL3 The Journey

PREPARING FOR A JOURNEY WAKA HOURUA● https://eng.keitemohiokoe.tki.org.nz/

Overview-of-Physics/Canoes-1/Different-waka-for-different-roles

WHO WAS KUPE?- https://docs.google.com/document/d/1qSL1J719U-qup1fzifB_mx-oLqiuwg8tEziJr8DfRcs/edit

Project reflections