Topic 2: Spirit of Exploration!

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Here in Aotearoa, we have the spirit of exploration deep within us! From early Polynesian explorers like Kupe to more recent Antarctic heroes like Sir Edmund Hillary (that’s right, he did more than just climb Mt Everest first...), your students will discover that everyone has the ‘Spirit of Exploration’ within them.

Students will be energised by the Antarctic Heritage Trust’s 2020 Inspiring Explorers team that experienced Antarctica first-hand, and be challenged to re-create their own epic expedition in their rohe. During this topic we hope to stimulate your students to step outside their comfort zones and discover their true potential.

The Antarctic Heritage Trust is based in Ōtautahi-Christchurch and their kaupapa is to:

  • Preserve the historic huts from the early Antarctic explorers
  • Keep the spirit of exploration alive here in Aotearoa

That’s why they sent Owain all the way down to the Antarctic Peninsula as part of the 2020 Inspiring Explorers Expedition! This topic aims to further AHT's kaupapa by connecting students with the spirit of exploration. For more information on the Antarctic Heritage Trust and what opportunities might be available for you, please visit their website here. We’re extremely grateful to them for making this trip and outreach programme possible!


Core objective (Year 1-2, 3-5, 6-8): To be inspired by historic Antarctic explorers (like Sir Edmund Hillary) and Owain’s 2020 Inspiring Explorers Expedition, and discover what it takes to prepare for your own expedition!

**UPDATE** Mātauranga Māori lesson plans now available:
In this topic students will draw on significant landmarks or waterways to engage with the whenua and build their sense of understanding and connection to the whenua they choose to explore.

Call-to-Action: Complete your own expedition!
Newly inspired, encourage your students to get outside and immersed in nature while completing their own expeditions! The idea here is to reinforce that anyone can be an explorer, while helping to establish an appreciation for nature. Expeditions could be as simple as exploring a hedge or climbing a tree, or you can get more creative and visit a local park/do something at home! Good luck!

  • Health and safety: Remember to encourage students to talk to an adult about what they are doing; planning to explore is a very important part of the process and so is staying safe! Enjoy!

Hillary’s Hut – Antarctica, Virtual Reality Experience
Launched! 31st July 2020

Explore Sir Ed’s Antarctic hut through the Antarctic Heritage Trust's new virtual reality experience. Learn what life was like on the ice for Sir Ed’s 23 man team as they furthered science and exploration in the world’s most extreme environment.



Year 1-2 Level 1:

Major links: 

Science

  • Planet Earth and Beyond - Earth systems, Interacting systems, Astronomical systems
  • Nature of Science - Investigating in science, Participating and contributing

Health and Physical Education

  • Personal Health and Physical Development - Regular physical activity

Movement Concepts and Motor Skills - Movement skills; Science and technology

Minor links: 

  • Health and Physical Education - Healthy Communities and Environments
  • Social Sciences -  Understand how belonging to groups is important for people, Understand how the past is important to people.

Year 3-5:

Major links: 

English: 

  • Listening, Reading and Viewing - Ideas
  • Speaking, Writing, and Presenting -  Purposes and audiences, Ideas, Language Features, Structure 

Health and Physical Education:

  • Personal Health and Physical Development - Regular physical activity, Personal identity 
  • Movement Concepts and Motor Skills - Positive attitudes
  • Healthy Communities and Environments - Community resources

The Arts: (Visual Arts) 

  • Developing Practical Knowledge, Developing Ideas, Communicating and Interpreting,

Minor links: 

English: 

  • Listening, Reading and Viewing - Purposes and audiences, Language Features, Structure 

Health and Physical Education:

  • Personal Health and Physical Development - Safety management
  • Relationships with Other People - Identity, sensitivity, and respect

Social Sciences:

  • Understand how places influence people and people influence places
  • Understand that people have social, cultural, and economic roles, rights, and responsibilities.

Year 6-8:

Major links: 

English: 

  • Listening, Reading and Viewing - Ideas
  • Speaking, Writing, and Presenting -  Purposes and audiences, Ideas, Language Features, Structure 

Health and Physical Education:

  • Personal Health and Physical Development - Regular physical activity, Personal identity 
  • Movement Concepts and Motor Skills - Positive attitudes

The Arts: (Visual Arts) 

  • Developing Practical Knowledge, Developing Ideas, Communicating and Interpreting

Social sciences:

  • Understand how exploration and innovation create opportunities and challenges for people, places, and environments


Minor links: 

English: 

  • Listening, Reading and Viewing - Purposes and audiences, Language Features, Structure 

Health and Physical Education:

  • Personal Health and Physical Development - Safety management
  • Relationships with Other People - Identity, sensitivity, and respect
  • Healthy Communities and Environments - Societal Attitudes and Values

Social Sciences:

  • Understand how people make decisions about access to and use of resources
  • Understand how early Polynesian and British migrations to New Zealand have continuing significance for tangata whenua and communities
  • Understand how the movement of people affects cultural diversity and interaction in New Zealand.

Years 1 - 2

Core objective: To be inspired by historic Antarctic explorers and become explorers in your own right!

Short lesson summary:

In this topic’s suggested lesson plan students will first look at some impressive photos from both early explorers and Owain’s Antarctic Heritage Trust ‘Inspiring Explorers’ expedition in March 2020. This is followed by a brief class discussion on “what it takes to be an explorer”, before students get hands-on and make their own “explorer goggles”! Students are then encouraged to explore some nature near them.


Call-to-Action: Complete your own expedition!
Newly inspired, encourage your students to get outside and immersed in nature while completing their own expeditions! The idea here is to reinforce that anyone can be an explorer, while helping to establish an appreciation for nature. Expeditions could be as simple as exploring a hedge or climbing a tree, or you can get more creative and visit a local park/do something at home! Good luck!


Remember - feel free to give us direct feedback by commenting directly on the lesson plans themselves!

Did you find alternative resources or an alternative use for this lesson plan in your classroom? Share it here!

Year 1 - 2 Resource
Extra Resources

Extra Resources:

  • Shackleton’s Team (30 minutes)
  • Create an explorers diary (30 minutes)
  • Shackleton Quotes (20 minutes)
  • Navigating by the stars (45 minutes)
  • Make a magnetic compass (15 minutes)
  • Finding your way at sea - modern techniques (1 hour)
  • Early and modern explorers food (1 hour)

Years 3 - 5

Core objective: To be inspired by historic Antarctic explorers like Sir Edmund Hillary and discover what it takes to prepare for your own expedition!

Short lesson summary:

In this topic’s suggested lesson plan students will first be asked to draw what their stereotypical ‘explorer’ may look like - this is followed by a class discussion that challenges them to realise that anyone can be an explorer, you just have to set your mind on it. This discussion is aided by looking at some impressive photos from both early explorers and Owain’s Antarctic Heritage Trust ‘Inspiring Explorers’ expedition in March 2020. 


Following this, students will learn about Sir Edmund Hillary’s involvement in Antarctica and use this to be inspired to undertake their own expedition in nature near to them. There are a variety of possible activity ideas at the end of the lesson plan - i.e. creating an ‘explorers needed’ advert, or writing an explorer diary.



Call-to-Action: Complete your own expedition! 
Newly inspired, encourage your students to get outside and immersed in nature while completing their own expeditions! The idea here is to reinforce that anyone can be an explorer, while helping to establish an appreciation for nature. Expeditions could be as simple as exploring a hedge or climbing a tree, or you can get more creative and visit a local park/do something at home! Good luck!


Remember - feel free to give us direct feedback by commenting directly on the lesson plans themselves!

Did you find alternative resources or an alternative use for this lesson plan in your classroom? Share it here!

Year 3 - 5 Resource
Extra Resources

Extra Resources:

  • Shackleton’s Team (30 minutes)
  • Create an explorers diary (30 minutes)
  • Shackleton Quotes (20 minutes)
  • Navigating by the stars (45 minutes)
  • Make a magnetic compass (15 minutes)
  • Finding your way at sea - modern techniques (1 hour)
  • Early and modern explorers food (1 hour)

Years 6 - 8

Core objective: To be inspired by historic Antarctic explorers like Sir Edmund Hillary and discover what it takes to prepare for your own expedition!

Short lesson summary:

In this topic’s suggested lesson plan students will first be asked to draw what their stereotypical ‘explorer’ may look like - this is followed by a class discussion that challenges them to realise that anyone can be an explorer, you just have to set your mind on it. This discussion is aided by looking at some impressive photos from both early explorers and Owain’s Antarctic Heritage Trust ‘Inspiring Explorers’ expedition in March 2020. 


Following this, students will read and research about Sir Edmund Hillary’s involvement in Antarctica within the Trans-atlantic Expedition. They’ll then use this to be inspired to undertake their own expedition in nature near to them. There are a variety of possible activity ideas at the end of the lesson plan - i.e. creating an ‘explorers needed’ advert, or writing an explorer diary, doing a performance, writing a short story etc.



Call-to-Action: Complete your own expedition! 
Newly inspired, encourage your students to get outside and immersed in nature while completing their own expeditions! The idea here is to reinforce that anyone can be an explorer, while helping to establish an appreciation for nature. Expeditions could be as simple as exploring a hedge or climbing a tree, or you can get more creative and visit a local park/do something at home! Good luck!



Remember - feel free to give us direct feedback by commenting directly on the lesson plans themselves!

Did you find alternative resources or an alternative use for this lesson plan in your classroom? Share it here!

Year 6 - 8 Resource
Extra Resources

Extra Resources:

  • Shackleton’s Team (30 minutes)
  • Create an explorers diary (30 minutes)
  • Shackleton Quotes (20 minutes)
  • Navigating by the stars (45 minutes)
  • Make a magnetic compass (15 minutes)
  • Finding your way at sea - modern techniques (1 hour)
  • Early and modern explorers food (1 hour)

Description:
Tutohu Whenua means to acknowledge and identify significant landmarks within a designated area. Generally speaking the definition of ‘tu-tohu’ means to stand out significantly, and ‘whenua’ is defined as land or one's geographic locality, area, home or place of belonging. In simple terms significant landmark - Tutohu Whenua In this topic students will draw on significant landmarks or waterways to engage with the whenua and build their sense of understanding and connection to the whenua they choose to explore. Optional: Class, group or individual activity.

Integrated topic
This topic explores the idea within the ‘spirit of Exploration’. Taking into account a Mātauranga Māori approach to exploring Whenua and Moana by engaging students using Māori strategies where they are able tō inquire more about their locality. Furthermore, students will develop their understanding of cultural exploration by learning ‘Pepeha’ and thinking of the types of ‘Tutohu Whenua’ that will help shape our view as cultural explorers.This topic focuses on culturally founded fundamental key questions: “Ko wai au”
Understandably to know where you are going, one must know where they came from. Those who finish early can focus on Antarctic residence. What does their Pepeha look like? Who are they and where do they come from?What shapes their world?
How does their environment shape their identity? Our language features for this week includes! Tutohu Whenua & Pepeha

Activities

  • Creating and Presenting a Pepeha of a chosen area
  • Creating and presenting a short Pepeha which acknowledges certain landmarks.  
  • Mapping out significant landmarks to explore the idea of Mapping.

These Te Ao Māori resources have kindly been put together by Hinga

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