Learning Area (Te Arotanga Marautanga):

Date:

Lesson of OR ROUTINE

Science Physical World

Curriculum Achievement Objective(s) and

Level (Whinga Paetae):

Key Competency

Select ONE

Participating and contributing

Levels 1 & 2 Physical inquiry and physics concepts

(Te tino Pkenga):

Explore everyday examples of physical

phenomena, such as movement, forces,
electricity and magnetism, light, sound, waves
and heat.

Learning Intentions/Learning Outcomes

(Ng

Whinga P):

Threw splitting the force of air over an objects

edge sound can be created
Bicultural Perspective(Kkano Ruatanga):Mori cultural
value explored /encouraged or related content

Learning about the Traditional Mori Taonga

poro Ptrino.
Resources and Organisation

(Rauemi Whakarite):

Clay, clay wire cutter, drill pieces, shells, glad

wrap, a PowerPoint including construction
instructions, cleaning products for postproduction.
Could get clay artist Amorangi Hikuroa for
expertise from the community.

Lesson Duration

60 mins
Preparation:

WALT

(E ako ana mtau):

We are learning

Make a Ptrino from clay and how sound can be

created with a shell.
Success Criteria (Paearu Angitu):
To have a finished Ptrino that the students have
individually made from clay.
Assessment Methods

(Tikanga Aromatawai):

Select One

or add

observation of the learning.

Teacher/Kaiako: Key teaching strategies to

develop new and/or reinforce understandings,
concept/s & skill/s.

Have clay pre-cut, place shells out on

the desks at lunchtime.

Learners/Akonga: Key learning activities for

students, for the development of
understandings, concept/s & skill/s.

Students enter after the bell are

start wondering about the shells
and playing with them.

Engage, discuss & Explore (10mins)

Introduction

Teacher comes out of the office

playing the shell loudly to get the
student attention, transition to
playing the clay ptrino.

Start discussion about how I was

creating the sound/music. Prompt
with questions.

Engaging excitement and

interest.

Who wants to make their own

ptrino?

Get students to read W.A.L.T

aloud and ask any questions.

(Te Timatanga)

To catch the
childrens
attention/make
connections/activa
te prior knowledge

Students openly discuss/ activate

prior knowledge. May question
and want to investigate the
ptrino or start trying to play the
shells.

Discuss W.A.L.T Write on board.

Development

Explain:

(Whakawhanake)

Input (including
information intake /
use of resources)

Processing/
Thinking /Making
sense of new
information

Output/ Sharing
new
understandings

Organisation of
students

Key
questions/Thinking
prompts

Formative feedback
opportunities

How by blowing the air from my

mouth equally over the edge of
the shell/ ptrino.

Encourage engagement/ trying to

make sound with their shell with
the splitting air application.

Watch and listen to construction

instructions

Start exploring and creating the

sausage shape around their
fingers.

Re-visit visual instructions on

projection when need.

Show teacher and drill out finger

holes with drill piece.

Improve construction in relation

to positive feedback.

As a class attempt to play the

self-made ptrino.

Place all finished ng ptrino on

Demonstrate:

Quickly show the students how to

start putting the clay around your
finger and shaping it into a
sausage shape.

Demonstrate how to use the drill

piece to slowly twist out two
finger holes.
Show that the ptrino can be
played while the clay is wet to
check the edge is thin enough for
the sound to be split.

Give out each students section of

clay.

Effective pedagogy

Display instructions with pictures

on the projector.
Including how to wiggle their
finger out of the sausage
Including once their sausages
are made come show me and I
will give out the drill piece.
At this point give positive
feedback about construction.

Evaluate (10mins)
Closure

(Te Whakamutunga)

Review learning /
reflection /
application of new
ideas / next
learning steps

Relate recap to success

criteria

Encourage attempting to play

ptrino, remind students that if
they cant play it currently it may
take practice and they can continue
to practice once the ptrino clay is
dry.

Question: Who could successfully split

the air over the edge to create sound?

Check all students ng ptrino of

children who havent been able to

make them sing.

glad wrapped table, write names

in front of each ptrino.

Ask the class if they have

successfully achieved their W.A.L.T
for this lesson.

Evaluation of learning (Aromatawai)

How well have the LI/LOs/WALTs been met?

Engage about discussion about

how they made their ptrino &
how they split the air over the
edge to create sound.

Evaluation of planning and teaching

(Aromatawai)
What worked well in planning & teaching?

What went well for learners? What challenges occurred for

learners?

What challenges occurred in planning & teaching?

Next Learning Step for students in this area:

Next step to improve planning and teaching in

this area:

Could learn about Mori designs and carving clay

as an extension.