Case study: Te hauora of Te Ara o Wairākei
At first glance, a small local waterway may seem unremarkable – just a muddy stretch of water winding through a local community. But a closer look reveals a complex ecosystem under pressure, and a rōpū of young investigators from Te Ākau ki Pāpāmoa School were determined to understand and protect it.
Te Ara o Wairākei display board
Ākonga from Te Ākau ki Pāpāmoa School present their research on water quality issues and its effects on the local ecosystem.
This case study explores a student-led science inquiry into the health of Te Ara o Wairākei, a local kōawa (stream). The investigation emerged from initial interest in reducing ocean pollution but soon turned to the kōawa and the issues that are causing it harm. Ākonga took up the challenge to investigate an environmental issue that plagued their kōawa. Their inquiry became the basis for a science project they presented at the Te Tūkohu Ngāwhā | Mātauranga Māori Science and Design Fair.
Inquiry focus and approach
As well as their ongoing concern for the polluted kōawa, ākonga wanted to investigate and understand impacts on the living organisms within the ecosystem.
This led to the pātai for the investigation: What is affecting the health of Te Ara o Wairākei and how can it be improved?
Ākonga began by observing sites along the kōawa and collecting water samples. They noted extremely muddy, smelly water at all of the sites they visited. Testing revealed poor water quality with high levels of sediment build-up, potentially due to the lack of free-flowing water. These findings prompted ākonga to base their research on the causes of pollution, sediment build-up and blockages.
Investigating the hauora of the kōawa
Ākonga measured water quality indicators while investigating the hauora of their local kōawa. The data they collected was used to persuade the local council to take action.
As the key aspect of the investigation was on the living things in the kōawa, ākonga focused on the native tuna population. They recognised the health of the kōawa directly affected the survival of these species. Through research, they discovered that the tuna rely on migration pathways to complete their life cycle. However, pollution of the kōawa caused blockages as poorly functioning pipes were preventing movement, restricting breeding and contributing to population decline.
Ākonga began gathering information from multiple sources, including their own research, discussions and mātauranga shared from mana whenua. They learnt the kōawa was an important and well-used waterway in the past. Local hapū used part the kōawa to transport goods and was a source for mahinga kai. Given this glimpse into the past and of what the kōawa used to be, ākonga had hope they could improve the hauora of the kōawa. Through their research, the learned more about the ecosystem and better understood the importance and complexity of biodiversity. Each living and non-living thing held a specific role in maintaining a healthy ecosystem.
Action and outcomes
As a result of their investigations, ākonga wanted to take action to improve the outcomes for the tuna populations and overall hauora of the kōawa. The rōpū contacted the local council advocating for improvements to the kōawa. The council responded with potential solutions, including the installation of an underground pipe system to improve water flow and accessibility for the tuna and other aquatic species.
This interaction and collaboration demonstrated to ākonga that their mahi had real-world relevance and potential to influence environmental decision making. They developed an understanding that, while environmental issues are complex and not immediately visible, they demonstrated kaitiakitanga in taking responsibility for their kōawa and, in doing so, acknowledging the need for us to consider the needs of other living things in our rohe.
Using multiple knowledge systems in your science classroom
Kaiako, ākonga and whānau share their experiences of learning through dual knowledge systems, weaving together mātauranga Māori, Western science and inquiry-based and place-based learning.
Select here to view video transcript, kupu Māori, questions for discussion and copyright information.
This case study highlights the shift that can happen when ākonga engage in place-based learning in science education. The rōpū tackled a local environmental issue alongside scientific investigation with real-world action, developing both mātauranga and a deeper understanding of kaitiakitanga.
Including mātauranga Māori and pūtaiao kaupapa builds strong engagement. Learners ask more questions, develop real passion and feel empowered to take action – like our Te Ara o Wairākei rōpū contacting the council.
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: Nature to the rescue! Wetland fibres versus oil! details how ākonga from Pāpāmoa Primary School were inspired to investigate repo plants – using mātauranga Māori as a source of scientific insight.
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
Our Freshwater 2026 Tō Tātou Wai Māori focuses on freshwater, particularly groundwater, and integrates te ao Māori, mātauranga Māori and Māori-led research.
Explore mahinga kai practices by Ngāi Tahu in Te Waipounamu with this image map as a way to understand traditional resource gathering.
The interactive Planning pathways using freshwater resources groups resources into key science and mātauranga concepts.
The video Culverts, ramps and baffles explains how pipes and culverts disconnect habitats from rivers and the sea.
Activity ideas
The activity Utilising Navigating our freshwater environment helps users navigate and deepen engagement with the health of the environment through the lens of the tuna!
Monitoring stream health takes you step by step through water quality monitoring and assessment. Ideally, ākonga will use this data to inform subsequent action.
Use the Connected journal article Learning from Tangata Whenua to help students understand how scientific, cultural and local knowledge can all help to find solutions to issues such as pollution.
The activities Saving taonga and Ake Ake – forever and ever help ākonga learn about the obstacles tuna (and freshwater ecosystems) face and about planning for solutions.
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.