Te
Tīmatatanga
Find out what children know about the different types of kai that our
tūpuna ate, why they ate these foods, and where the foods, came from.
Compare those foods with food that the children eat today. Display the
information as a chart for further reference, for example, I ngā
rā o ōku tūpuna ka kai rātou I ēnei rā ka
kai tātou...
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Ohia
Manomano
Find out what the children know about how kai was prepared, preserved,
stored, and/or packaged. Display their ideas.
Highlight similarities and differences. Some food sources may have remained
the same but preparation, preservation, and packaging may have changed.
What may have influenced these changes?
Select an example and discuss these changes. Children select a variety
of kai types and identify the changes from planting to preparation for
eating.
Present their findings as:
- a time line, or
- a wall chart.
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Knowledge (Hangarau-ā-iwi)
- Past and present practices
- Effects of new technologies on māra, taputapu, wāhi kai
- Other influences, availability of land, changes to the environment,
urban living
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Knowledge gateway (pre-determined)
Students can:
- identify and explain the changes in growing and harvesting of food
in relation to at least 3 types over a period of time
HI
1.2
- discuss methods of preservation and storage of food before the advent
of electricity
HI
2.1
- identify tikanga associated with food
- discuss factors that impacted on and changed traditional Māori
practices HI
2.1 2.2
Assessment strategy
-
- time line discussed with teacher.
- contribution to group wall chart
-
- as a research project
- booklet for younger children
- as for 2. above
- time line or contribution to group wall chart
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Research
Methods of preservation and storage that our tūpuna used before electricity.
Are there any foods whose preservation methods have not changed? Why might
this be? What tikanga is associated with growing, preparing and preserving
kai?
Present research findings
- As a project
- In booklet form as information for younger readers.
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Knowledge
(Mātauranga Hangarau/Hangarau-ā-iwi)
- making comparisons between past and present practices
- identifying specific tikanga
- recognising the effects of change
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Investigate drying as a method of preservation.
- What kai was suitable for drying?
- What equipment was used by our tūpuna?
- How long did the process take?
- What types of kai are commonly dried today?
- Why was/is drying a good method of kai preservation?
Explore a range of methods for drying kai. (Fruits are easy.)
- Compare the kai before and after drying in terms of appearance,
(size, shape, colour), taste, and weight. Note any other features.
- Write a statement about the advantages and disadvantages of drying
as a method of preservation.
- Prepare a conclusion statement about why our tūpuna used drying
for preservation.
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Knowledge and practice
- Use of equipment to dry foods
- Making comparisons and identifying change
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Technological practice gateway
From experience and observation students can:
- discuss the effects of drying on food MH
3, 4
- prepare a conclusive statement of the efficiency of drying as a
preservation method MH
5,6,7
- make a conclusion statement discussing why drying was used by our
tūpuna MH
3,4,5.
Assessment strategy
- Journal writing or pictorial form.
- Present to the group.
- Present to the class verbally.
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Visit a food processing and packaging plant, for example, Griffins,
Rivermill, Aria Farm.
Discuss the purpose and objectives of the visit. Students preview focus
questions that include addressing:
- process from raw to packaged materials;
- use of different technologies and equipment;
- materials used in packaging, considering, for example, aesthetic
appeal, durability, and efficiency for purpose; and
- advertising techniques, for example, colour, appeal, graphics useage,
logo, etc.
Interview the kaiwhakahaere/supervisor of the plant to find
out what is important in packaging, legal requirements, the effect of
changing technology on kai processing over the years.
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Knowledge (Mātauranga Hangarau)
- Processes and production in industry
- Use of different technologies
- Materials
- Identifying technological principles
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| Flowchart the process observed in the plant. Redesign the
packaging for today's market. |
Skill development
Redesigning from new knowledge gained
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