This is a follow up from lesson 6. In lesson 6 we had learnt about Matariki and how it is celebrated. But we had hunches about why Matariki is not such a popular festival like the Lantern festival or the Pasifika fair. This lesson shows how students researched about people's awareness of Matariki and is there something we could do to educate New Zealand citizens about it.
Hon. Prime Minister,
We in Room 6 are learning about Matariki, the Maori New Year. Through our surveys we have realised that many people do not know about Matariki and a lot of young Maori children do not know much about it either.
Can we please make Matariki a public holiday because Aotearoa is a Maori land and all people living in New Zealand should know about it.
During Matariki, we need to have whanau time. We could make bonfires, pay respect to mother Earth, remember our ancestors and wish good fortune to everyone. We fly kites and make special kai (food) to honour the cluster of seven stars. It is also the time to harvest our crops.
This takes a lot of time and so we would appreciate if the New Moon Day in the month of June is recognised as a public holiday.
Matariki should also be celebrated in the city so that people from other cultures, who live in New Zealand, can learn about Matariki. It should be recognised as an important New Zealand festival.
We hope you like our ideas.
Tamaki Primary school.
Here is Hon. Prime Minister's Response
What went well.
Lesson Content :- I had invited students to debate on the topic - ‘Matariki should be a public holiday’. They collected evidence in support of their views and discussed the topic at length. They also suggested some ideas to resolve some pressing issues.
Lesson Pacing :- Students were engaged in their learning right from the beginning. They were very excited about the topic of their study. They went from one step to another almost all by themselves.
Lesson Delivery :- I feel the series of lessons glided from one to the next easily.
Student Understanding :- There was lot of critical thinking that happened during the course of the lesson. Students had some real reasons to work on.
Student Outcomes :- The idea of setting up a debate gave students a real reason to work on. Students talked about it, collected data, wrote reports for the data collected and then wrote a letter to the Prime minister about the concern. I am very happy with the outcome.
What still needs work.
Lesson Content :- I could have shown them a video on how a debate happens. This would have given them some idea prior to participating in a debate.
Lesson Pacing :- Some students in the groups required more encouragement than others to speak. So the other team members supported their peers during the debate.
Lesson Delivery :- Some students got the concept of a debate after watching their peers.
Student Understanding :- Having multiple opportunities to talk, speak and discuss the topic provided multiple opportunities for students to explain their understanding of the topic.
Student Outcomes :- Children who were passive listeners also had something to say at the end of the lesson. So I am happy with the little progress that every student has made.
Class Site Content
WAL how to debate on a topic.
SC - I understand the difference between a formal and informal argument.
I can stick to my point and convince the other team to agree to my point of view. I understand that I have to support my views with evidence.
This week we will learn about debating. Debate is a formal discussion on a particular matter. This discussion usually happens in front of an audience. There are two teams of people, one for and another against the matter to be discussed.
We will be debating on the topic - 'Matariki should be a Public holiday.'
Decide individually, if you are for or against the motion.
Make a list of ideas in support of your agreement.
Collect some evidence in support of your argument. These could be surveys about people's opinions.
Think about what you would say to defend your argument.
Do a mock debate within your team before the final debate.