Building a Lunar Calendar

Overview

In this fifth lesson of six, students use their previous lunar observations, whānau knowledge and scientific data to collaboratively create a lunar calendar. They compare observable Moon phases with a local Maramataka framework, recognising that maramataka interpretations and names may vary between iwi, hapū and whānau.

Learning intentions

• WALT organise observations and scientific data into a lunar calendar.
• WALT identify patterns in the Moon’s phases and explain the lunar cycle.
• WALT connect maramataka knowledge with careful scientific observation.
• WALT work collaboratively and use evidence to justify decisions.

Success criteria

• I can place Moon observations in a logical sequence.
• I can explain that Moon phases are caused by changing views of the lit half of the Moon.
• I can include both scientific evidence and relevant local maramataka information.
• I can explain one pattern or limitation in our calendar.

Curriculum links

• Te Ao Māori: Mātauranga Māori, tikanga, whakapapa and connection to whenua and iwi/hapū narratives.
• Marau ā-Kura: using local pūrākau, maramataka knowledge, language and community aspirations where appropriate.
• Scientific inquiry: observing, recording, identifying patterns, communicating explanations and using evidence.
• Te Marautanga o Aotearoa refresh: learning through mātauranga Māori while making connections across knowledge systems.

Lesson structure (45 minutes)

1. 0–5 min · Reconnect and hook. Teacher opens the hook and retrieval slides and displays two Moon images labelled with different possible names or interpretations; students quietly recall one observation from earlier lessons, then discuss: “Can one Moon phase have different meanings?” Emphasise that local maramataka knowledge is not identical everywhere and that students should use the information shared by their own kura, whānau or approved local source.

2. 5–12 min · Clarify the science. Teacher uses the Moon-phase teaching slides to review the repeating lunar cycle, the approximate 29.5-day cycle, and the difference between an observation and an explanation. Model how a dated observation can be recorded as evidence, while avoiding the misconception that the Moon produces its own light. Students sequence four familiar phases and explain what is changing from Earth’s viewpoint.

3. 12–17 min · Model the calendar task. Teacher displays the worked-calendar example and distributes the lunar calendar planning sheet. Model one calendar entry, including date or day, observed phase, evidence, and a local maramataka note where appropriate. Explain that students must not invent iwi-specific names or meanings; they should use the class resource or leave a clearly marked space for verified local information.

4. 17–32 min · Collaborative calendar construction. Teacher places students in four groups of three, provides each group with previous observation records, a large calendar grid and access to the class maramataka information. Students complete the worksheet first, then transfer agreed entries to the group calendar. They sequence observations, identify missing or uncertain data, add phase sketches, and record one maramataka connection supported by the provided information. Teacher conferences with groups, asking: “What is your evidence?” and “How do you know this entry belongs here?” Use the question stems poster to support discussion and justification.

5. 32–40 min · Gallery review and improve. Teacher asks groups to display their calendars and opens the peer-review and discussion slides. Students rotate, leaving one positive observation and one question for another group. Each group checks whether the sequence is logical, whether evidence is clearly labelled, and whether scientific and maramataka information are respectfully distinguished. Groups make one improvement to their calendar.

6. 40–45 min · Plenary and exit check. Teacher uses the plenary slides to revisit the learning intentions. Students complete the final section of the lunar calendar planning sheet: “One pattern I found was…” and “One question or limitation is…”. Invite two students to share, then collect the worksheets and calendars for use in the final lesson.

Resources

• the lunar calendar slide deck
• the lunar calendar planning sheet
• Previous lessons’ Moon observation records
• Large calendar grids or A3 paper
• Pencils, rulers, coloured pencils and sticky notes
• Class-approved local maramataka information
• Projector or interactive display
• the question stems poster

Assessment

• Listen during sequencing and group conferences for accurate use of evidence and understanding of the lunar cycle.
• Check calendars for a logical phase sequence, dated observations, clear sketches and respectful separation of scientific data from local maramataka knowledge.
• Use the worksheet reflection to assess whether students can identify a pattern and recognise uncertainty or missing data.

Differentiation

• Provide a partially completed calendar, phase picture cards drawn by the teacher, a word bank and sentence starters such as “Our evidence is…” and “This may connect with…”.
• Offer dyslexia-friendly copies of the worksheet: clear sans-serif font, generous spacing, short instructions, uncluttered boxes and the option to respond orally or through labelled sketches.
• Pair students strategically and assign roles such as recorder, evidence checker and cultural-information checker. Read instructions aloud and allow speech-to-text or a scribe where needed.
• For advanced learners, ask them to estimate a missing phase using the approximately 29.5-day cycle, calculate the likely error in their prediction, or compare two calendars and explain why observations or interpretations may differ.