Hooked on Thinking Differentiated Curriculum Model Planner
Concept:
Context:
Values:
Key Competencies:
Key
Understanding:
Driving Question:
To give the
children an
understanding of
the country they
live in.
Maori culture
(Tikanga)
Excellence
Innovation
Diversity
Equity
Community and
Participation
Ecological Sustainability
Integrity
Respect
Thinking
Managing self
Participating and contributing
Relating to others
Making meaning from language,
symbols and text
How Maori
culture
contributes to
the identity of
NZ.
How does Maori
Culture make NZ
unique and
special?
Curriculum Learning Area:
Select the learning area and essence
statement that best match the
concept and context for your students
Social Sciences
Achievement
Curriculum Level:
Objectives:
Select the achievement objectives that best match the
abilities of your students.
L1 Understand how the cultures of people in NZ are
expressed in their daily lives.
L 3 Understand how people remember and record the past in
different ways.
L2 Understand how cultural practices reflect and express
people’s customs, traditions and values.
Subsidiary
Questions:
1.Define culture
- What does culture
mean?
2.Compare and
contrast
-Maori culture with
other cultures in our
class
3.Predict and
imagine-What if….?
-What if only the
Maori lived in NZ?
-What if we all had to
speak Te Reo?
-What if we all
cooked in a Hangi
every day?
What if we all had to
wear clothes as
Maori did?
What if we all had to
live in a Whare?
Learning Intentions
Use your LI’s to write your WALTs
 We are learning to identify aspects of Maori culture
 We are learning to compare the Maori culture to other
cultures
 We are learning to imagine what it was like to live as a
traditional Maori
Learning Experiences:
Learning experiences that best meet the learning intentions and achievement objectives that match your students’ abilities.
Bringing in ideas: (Identify/ Label/
Linking ideas: (Sequence/ Classify/
Putting linked ideas in another context: (Predict/
List/ Define/ Describe/ Retell/
Compare Contrast/ Cause Effect/
Hypothesise/ Generalise/Imagine/ Reflect/
Recall/ Recite
Analysis Part whole/ Explain/
Evaluate/ Create)
Analogy/Question)
Thinking interventions that target bringing in
ideas:
Thinking interventions that target linking
ideas:
Thinking interventions that target putting linked ideas in another
context:
ICT to enhance conditions for bringing in ideas:
ICT to enhance conditions for linking ideas:
ICT to enhance conditions for putting linked ideas in another
context:
Assessment: Learning Area:
Assessment: Key Competency
Self - assessment rubric for an achievement objective.
Self - assessment rubric for a key competency
Extended Abstract
Rational
Multistructural
Unistructural
Prestructural
Extended Abstract
Rational
Multistructural
Unistructural
Prestructural
ICT Resources:
Thinking Resources:
What if Questions:
These are suggested ICTs that will
support the bringing in of ideas, the
connecting of ideas, and putting
ideas into another context.
These are suggested thinking
frameworks based on a range of
strategies.
Use these for class/group discussion
or writing.
Student-led Inquiry Scenario:
Connections across the learning areas: Achievement Objectives
Technology AO:
L1 Nature of technology: Characteristics of technology
Understand that technological outcomes are products or systems developed by people and have a physical nature and a functional
nature
L2 Nature of technology: Characteristics of technology
Understand that technology both reflects and changes society and the environment and increases people’s capability.
L3 Nature of technology: Characteristics of technology
Understand how society and environments impact on and are influenced by technology in historical and contemporary contexts and that
technological knowledge is validated by successful function.
The Arts :
Dance
L1 Communicating and Interpreting
Share dance movement through informal presentation and share their thoughts and feelings in response to their own and others’ dances
L2 Communicating and Interpreting
Share dance movement through informal presentation and identify the use of the elements of dance.
L3 Communicating and Interpreting
 Prepare and share dance movement individually and in pairs or groups.
 Use the elements of dance to describe dance movements and respond to dances from a variety of cultures.
VISUAL
L1 Understanding the Arts in context
Share ideas about how and why their own and others’ works are made and their purpose, value and context
L2 Developing ideas
Investigate and develop visual ideas in response to a variety of motivations, observation, and imagination.
L3 Understanding the Arts in context
Students will:
Investigate the purpose of objects and images from past and present cultures and identify the contexts in which they were or are made, viewed,
and valued.
DRAMA.
L1 Developing ideas
Contribute and develop ideas in drama, using personal experience and imagination
L2 Understanding the Arts in context
Students will:
Identify and describe how drama serves a variety of purposes in their lives and their communities.
L3 Understanding the Arts in Context
Students will:
Investigate the functions and purposes of drama in cultural and historical contexts.
MUSIC:
L1 Practical Knowledge
 Explore how sound is made, as they listen and respond to the elements of music; beat, rhythm, pitch, tempo, dynamics and tone colour
L2 Developing ideas
 Improvise, explore, and express musical ideas, drawing on personal experience, listening, and imagination.
 Explore ways to represent sound and musical ideas.
L3 Communicating and interpreting
 Prepare and present brief performances of music, using performance skills and techniques.
 Respond to and reflect on live and recorded music.
English
L1
Listening, Reading, and Viewing Speaking, Writing, and Presenting
Processes and strategies
Students will:
• acquire and begin to use sources of information, processes and
strategies to identify, form, and express ideas
L3 Listening, Reading, and Viewing
Processes and strategies
Students will:
• Integrate sources of information, processes, and strategies with
developing confidence to identify, form, and express ideas.
Speaking, Writing, and Presenting
Speaking, Writing, and Presenting
Processes and strategies
Students will:
• Acquire and begin to use sources .of information, processes and
strategies to identify, form and express ideas.
L2
Listening, Reading, and Viewing Speaking, Writing, and Presenting
Processes and strategies
Students will:
• Select and use sources of information, processes, and strategies
with some confidence to identify, form, and express ideas.
Speaking, Writing, and Presenting
Processes and strategies
Students will:
• Select and use sources of information, processes, and strategies
with some confidence to identify, form, and express ideas.
Processes and strategies
Students will:
• Integrate sources of information, processes, and strategies with
developing confidence to identify, form, and express ideas.
Mathematics AO’s
Number and algebra, Geometry: patterns and relationships. Transformation
L1
L2
Create and continue sequential patterns
Communicate and record the results of translations, reflections and rotations on plane shapes
Find rules for the next member in a sequential patternReo Maoru
Predict and communicate the results of translations, reflections and rotations on plane shapes
Maori
L1
Greet farewell and acknowledge people and respond to greetings and acknowledgements
Introduce themselves and others and respond to instructions
Communicate about number using days of the week, months and dates
Use and respond to simple classroom language including asking for the words to express something in Te Reo Maori
Hook Activities:
Learning Experiences/ activities
Museum visit; Te Ao Hurihuri
Waiata
Myths and legends
Making bread
Games
Flax weaving
Art- patterns
Traditional Clothing
Taonga – bring in their own Taonga and
compare and contrast.
Visiters- E.g Kapa haka
Making poi
Rakau (sticks)
Traditional weapons
Dances
*Define what is Maori culture
*Identify traditional Maori from modern
day Maori
*Ask their own (formulate questions)
questions about traditional Maori
*Define what the children need to know
*Discuss what the children will be learning/
discovering
*Describe what is a poi, hangi, haka, Marae
*List 2 Maori traditions
*Label pictures of Maori traditions
*Retell a Maori story
*Recall their trip to the museum
*Recite songs and poems
*Compare Maori traditions to our life today.
*Compare the Hangi to oven cooking or BBQ
*Sequence the preparation of the Hangi
*Sequence the protocol of visiting a Marae
*Classify if things are traditional or not
*Venn diagram of own traditions and Maori
Wondering activities
Unistructural
Planning activities
Unistructural
Exploring activities
Multistructural
Creating activities
Relational
Preparation and Resources
Reflecting activities
Extended abstract
Possible assessment activities
traditions
*Analyse why the Maori culture is special
*What if there was no Maori culture?
*What if there was no Maori culture at the
Marae?
*What if poi were made of wood?
*What if only the Maori lived in NZ?
*What if we all had to speak Te Reo?
*What if we all cooked in a Hangi every day?
*What if we all had to wear clothes as Maori
did?
*What if we all had to live in a Whare?
*Imagine if you were at a cultural event.
What would you be doing?
*Create your own tradition
*Create your own Hangi
*Design a menu for a Hangi
*Design the inside of a Marae
*Make a poi
*Make a sign for the protocol at a Marae
*Can design a costume for a traditional
dance
*Can they identify aspects of the Maori
culture/ tradition?