Summer Weather- Taumata 3

Tāwhirimātea

Tāwhirimātea and his Brothers 

• This is a link is to a short animation of the story of Tāwhirimātea and his ongoing war with his brothers Tāne, Tangaroa, Tū, and Rongo. https://www.youtube.com/watch?v=4xH5XbXSkeA
• Students watch the video and in pairs record the dialogue as a script.
• Have students spend time with the script, researching unfamiliar vocabulary. The collective ‘new vocabulary’ becomes a word list for the class to learn.
• Pairs are to provide the following for each new word:

1. Definition of the word
2. Synonym
3. Antonym
4. A sentence using the word.

• Students watch the story again, without the sound. Get them to make a storyboard of the video, recording:
  • Changes of scene.
  • Appearance of characters.
  • Action.

Remind students to include the time code for each scene change, or anything that they think is important.

• Using the storyboard and timeline, students write their own voice over for the video. They could include speech or dialogue, narration and possibly sound effects.
• Students pairs record their own voice over or soundtrack and play it alongside the video (sound off!). 

Te Whānau Puhi – Rap Battle

Māori had extensive lists of names for winds. This is one, but there are many more. Your students could research and find out more about some of them.

Tāwhirimātea	Titi-hau-mapu
Tāwhirirangi	Titi-kokouri
Rakamaomao	Titi-kokotea
Tahu-makaka-nui	Titi-kokohura
Tahu-mawake-nui	Titi-kokopara
Paraweranu	Titi-pokairangi
Hurunuku	Titi-te-apu-whakataka
Ahumairangi	Titi-tu-te-ahunuku
Titi-matangi-nui	Titi-tu-te-wanawana
Titi-mataura	Titi-tu-te-ihiihi
Titi-parauri	Titi-tu-te-winiwini
Titi-matakaka	Titi-tu-te-ahurangi
Titi-puhikura	Titi-tu-te-apurangi
Titi-kaurunui	Titi-atoa
Titi-roro-hau	Titi-atamai
Titi-apunui	Titi-mawake
Titi-apuhau	Titi-koroingo
Titi-koroirangi	Titi-rauroha
Titi-rauwha	Titi-takaipuni

 

• As a class watch some rap battles – YouTube is a good place to start. ‘Epic Rap Battles of History’ feature historical characters (real and fictional) who battle in character.
• Split the list of winds and your class in half. Each group works with their list of winds to compose a rap. The two groups will then stage a ‘rap battle’.
• In their groups, students compose raps. Get students to consider the following:
  • How many verses they should compose? Both groups compose the same number.
  • Each group must include all the winds they have been given.
  • Include at least one other atua associated with wind. Research that atua and its characteristics e.g. Tāwhirimātea – angry, dissatisfied, calm, stormy.
  • Use the whakaranu puoro interactive to create beats:

1. http://hana.co.nz/online/teaohurihuri/
2. Launch interactive.
3. Click on the ‘taonga’ icon.
4. Click on the music note icon.
5. Use the whakaranu puoro interactive to create beats and sounds for your rap.

• Groups stage a rap battle, taking turns to perform their raps, or parts of their raps.
• Film the rap battle and critique it as a class. 

Whakataka te Hau

Whakataka te Hau is a classic karakia. Its wide usage has meant that it is often sung, as well as recited. 

Ako ā-Kākā

Learn the karakia, Whakataka te Hau as both a karakia and a waiata. 

Te Whānau Puhi

• As a class brainstorm ‘wind’ and find out what students know already. Using Post-it notes students write facts (1 fact per post it note) and post them on a class ‘cloud’ of wind knowledge.
• Share the following information about ‘Ngā Hau e Whā’ with your students.
  http://www.teara.govt.nz/mi/tawhirimatea/page-5
• Explain: This activity is wa wind challenge. You are to design and build your own wind-powered vehicle which you will use to race against one another

Puff-mobile

As the teachers you could watch this link before you start the exercise: http://www.pbslearningmedia.org/resource/phy03.sci.phys.mfe.zpuffm/designing-a-puff-mobile/ 

What you need

• 5 straws
• 5 lifesaver lollies
• 1 piece of paper
• 5 paper clips
• Tape
• Scissors 

What you do

• Students work in pairs. They are to design an air powered vehicle that can travel 10 metres in the least number of ‘puffs’ (of air).
• They can use all or any of the materials they have been given – but nothing else.
• Mark out a 10 metre length that will be the race track.
• Set a time limit of 20 minutes to construct and 10 minutes for trial runs and modifications.
• Students race their vehicles taking the least number of breaths possible to blow it across the finish line.  

 

What you do

• Read pages 1–7 of Kā Puna Hauaitu which describes how the winds from the Tasman Sea (Westerlies) contribute to the formation of the glaciers in the South Island of New Zealand.
• On a map of New Zealand or the South Island, show where the glaciers are in relation to the Tasman Sea and westerly winds. 
• Read page 5 of Kā Puna Hauaitu. Students then create a poster (using the materials you’ve selected) which demonstrates (pictorially or diagrammatically) how the water cycle works in the creation of the South Island glaciers.
• Posters should demonstrate the following stages of the water cycle:

1. Westerly winds sweep across the sea.
2. Water evaporates into the sky.
3. Moisture forms into water droplets.
4. Winds and the steep rise of the mountains cause clouds to rise up over the mountains – cooling and condensing.
5. Rain begins to freeze and falls as snow.
6. Pressure from the compacted snow forms ice.
7. Ice is forced to flow downhill forming rivers of ice – glaciers.
8. Ice under the surface of the moving glacier begins to melt and flows back into the rivers and eventually back out to sea ready to start the water cycle again.

• Display the posters in the classroom.