Case study: Nature to the rescue! Wetland fibres versus oil!
Inspired by the opportunity to participate in Te Tūkohu Ngāwhā | Mātauranga Māori Science and Design Fair, a group of ākonga from Pāpāmoa Primary School explored ways to protect their local kōawa (stream) from pollutants. These ākonga had previously been involved in a school-wide environmental monitoring programme, drawing on mātauranga Māori in strengthening their connection to the whenua and developing their understanding of its ecological significance. The ākonga were excited to extend their scientific learning while recognising their important role as kaitiaki within their local rohe.
Nature to the rescue! Wetland fibres vs oil
Ākonga from Pāpāmoa Primary School present their prize-winning project at Te Tūkohu Ngāwhā | Mātauranga Māori Science and Design Fair.
Their investigation included traditional mātauranga, scientific experimentation and place-based observation.
Observational monitoring and knowledge
The inquiry began with tracing the journey of the water from school gutters and roadside drains to the kōawa. Seeing numerous stormwater outlets flowing directly into the kōawa helped ākonga understand how contaminants, including pollutants from cars, could enter the ecosystem.
Before using technical equipment, ākonga engaged in systematic monitoring. They used their senses to assess:
water clarity
sounds of animals and birds
plant life along the banks
visible changes in the water.
This approach helped ākonga realise that environmental monitoring does not always begin with instruments or technical equipment. Observational monitoring is a valid method aligning with both scientific practice and mātauranga Māori in developing environmental awareness.
Ākonga began to see the environment, including the kōawa, not merely as a place in their community but as a living system requiring care and responsibility.
I used to think the environment was just something we lived in but now I’ve realised how much damage we’ve caused and need to take care of it.
Framing the problem
During on-site visits to the kōawa, ākonga noticed traces of oil in the water, which led to the central inquiry pātai: How could oil be removed from the awa using natural materials?
Ākonga knew that large-scale oil spills used manufactured booms to clean up the spills but wondered if there might be natural alternatives, especially materials already found in their awa.
Exploring plant materials to soak up pollutants
Ākonga, kaiako and whānau share their experiences of the learning involved while preparing to present at Te Tūkohu Ngāwhā | Mātauranga Māori Science and Design Fair. Their science project looked at how oil could be removed from the waterways using natural fibres.
Select here to view video transcript, questions for discussion and copyright information.
This thinking prompted ākonga to consider how local knowledge and the use of natural resources could be a solution.
Local mātauranga Māori
As the class explored and researched the natural plants identified in the kōawa, discussions followed about traditional uses of the plants and plant fibres they found. Local knowledge had been previously shared and learned in the school about traditional plants such as raupō, which was used for practical purposes – the stalks in building shelters and the seeds as mattress stuffing. This led ākonga to consider the properties of these plants and others for their inquiry, as iwi Māori had been doing for generations.
Ākonga began to see that traditional knowledge reflected generations of careful observations and experimentation. This supported ākonga understanding of mātauranga Māori as a source of scientific insight rather than historical narratives or stories.
The rōpū selected three repo plants:
Oioi – a rush-like plant that grows partly in water and partly on land.
Raupō stalk – with a porous, sponge-like structure.
Raupō seeds – light and fluffy.
Ākonga hypothesised that these plants would be able to absorb the oil from the kōawa, based on their observations of the physical characteristics and traditional mātauranga.
The investigation
Ākonga designed tests to measure how effectively each plant fibre could absorb oil. They created an oil-water mixture using cocoa powder to make the oil more visible. Next, they placed the fibres into mesh bags and immersed them in the solution. Each bag was weighed before and after each test as well as making observations of water level and oil visibility.
Testing for oil absorption
Ākonga dip natural fibres into a mixture of rice bran oil, cocoa powder and water to test the capacity of wetland plants to soak up oil spills.
Through the systematic testing and analysing, ākonga experienced authentic scientific problem solving while managing variables in testing the different plant fibres.
The results showed clear differences between the fibres:
Raupō seeds – absorbed the most.
Raupō stalks – moderate absorption.
Oioi – least absorption.
The results of raupō seeds being the most absorbent surprised the rōpū. With their light and fluffy texture, the seeds were initially seen as insignificant but proved to be the most effective. This challenged assumptions based purely on appearance and observation, reinforcing the value of testing ideas.
Learning across knowledge systems
This project demonstrated how the learning in the classroom can and is being taught effectively using multiple knowledge systems. The mātauranga Māori explored in this project provided clues that guided scientific exploration. The exploration helped quantify and compare the natural materials selected for the project. Teaching through a localised environmental issue creates a rich and meaningful context for learning and utilises mātauranga Māori and scientific practices.
Through investigating repo plants as a response to oil pollution, ākonga engaged with traditional mātauranga, scientific experimentation and place-based observation. This inquiry encouraged them to explore how indigenous knowledge and contemporary science can work together to tackle real-life environmental issues. By examining the absorption qualities of repo plants and testing their effectiveness with hands-on investigation, ākonga developed practical scientific skills while deepening their understanding of the cultural and ecological significance of local environments.
The learning fostered curiosity, collaboration and critical thinking as ākonga observed patterns, gathered evidence and reflected on the relationship between people and the environment. By engaging with local mātauranga and environmental issues, the learning was authentic and meaningful as connections to place and people were strengthened. Through this work, ākonga came to recognise that solutions to local issues could be found by drawing from multiple knowledge systems.
Examples of using co-existing knowledge systems
These articles show how kaiako and ākonga have used co-existing knowledge systems in their classrooms.
Teaching from multiple knowledge systems recognises and values the richness of different ways of knowing, enabling ākonga to engage with learning from cultural, scientific, historical and lived perspectives.
Learning from bicultural design describes how Simone Marsters used a serendipitous, breakthrough moment to explore a karakia waiata of an ao Māori creation narrative alongside the Big Bang theory. The activity Using dual knowledge systems – the Big Bang and Te Kore provides the simple hands-on activities Simone used to explore how the universe came into being.
Case study: Kī-o-rahi tells how ākonga from Te Ākau ki Pāpāmoa School – driven by a strong personal and cultural interest in the game kī-o-rahi – led an inquiry that integrated mātauranga Māori, historical inquiry, scientific thinking and future-focused design.
Case study: Te hauora o Te Ara o Wairākei explores a student-led science inquiry into the health of Te Ara o Wairākei, a local kōawa. Ākonga from Pāpāmoa Primary School investigated the environmental, cultural and ecological wellbeing of the waterway through mātauranga Māori and scientific practices.
Case study: Ngā tohu o te maramataka – exploring lunar signs explains how ākonga from Te Ākau ki Pāpāmoa School in Tauranga inquired into the maramataka tohu (signs), focusing on how they are observed and used in the present day
Related content
Environmental monitoring – ao Māori perspectives provides approaches to environmental monitoring developed by hapū and iwi.
Human impact on rivers explores the detrimental impacts humans have on the river ecosystems.
Understanding kaitiakitanga explores knowledge systems and ao Māori perspectives relating to the world around us.
The Connected journal article Learning from the Tangata Whenua supports ākonga understanding of how scientific, cultural and local knowledge can help find solutions to issues like pollution.
Investigating in science provides kaiako and ākonga with a variety of ways to investigate, which supports understanding and gaining knowledge. The interactive Ways of investigating in science highlights a range of approaches and includes examples of kairangahau Māori using the approaches as part of their research.
Activity ideas
Titiro – observing my environment provides students with the opportunity to actively use all five senses to make observations in an outdoor school setting.
Mapping water at my school – uses observation to map freshwater, stormwater and wastewater intakes and outputs.
Ake Ake – forever and ever uses the Ake Ake model to explore changes in a local environment using ao Māori perspectives.
Te mana o te wai explores the concept of mauri – the health and wellbeing of a waterway.
The activity Monitoring stream health and interactive Stream health monitoring and assessment provide step-by-step instructions, protocols, recording sheets and how-to videos for monitoring stream health.
Useful links
Visit the Bay Science website to find out about Te Tūkohu Ngāwhā | Mātauranga Māori Science and Design Fair. It is a 3-day event for ākonga from years 0–13.