Introduction to Maramataka

Overview

In this first lesson of six, students are introduced to the Maramataka as a Māori system of observing and understanding time, the Moon, whenua, wai, plants, animals and people. They connect prior learning about the Sun–Earth–Moon system with mātauranga Māori, while recognising that maramataka knowledge is locally specific and should be explored respectfully alongside scientific investigation.

Learning intentions

• WALT describe what Maramataka means and explain why it is significant in Māori communities.
• WALT identify and sequence the main phases of the Moon.
• WALT suggest how lunar observations may be connected with patterns in the natural environment.
• WALT distinguish between an observation, a cultural explanation and a scientific question.

Success criteria

• I can explain Maramataka in my own words.
• I can identify and order the new Moon, first quarter, full Moon and last quarter.
• I can give one example of a natural pattern that people might observe.
• I can ask a respectful, testable question about the Moon and the environment.

Curriculum links

• Te Ao Māori: Mātauranga Māori, tikanga, kawa and connection with whenua, including the significance of Maramataka.
• Marau ā-Kura — local kura curriculum: Connect learning to local iwi, hapū, marae histories, pūrākau, waiata or local maramataka knowledge where available.
• Science learning: Use observations, patterns, evidence and questions to investigate relationships between celestial cycles and natural phenomena.
• Te Marautanga o Aotearoa framework: Develop learners who value mātauranga Māori and make connections between knowledge, people, place and the natural world.

Lesson structure (45 minutes)

1. 0–5 min · Whakatūwhera and hook. Display a striking image sequence of the Moon over several nights using the opening Moon sequence and ask, “How could people use the Moon to decide when to act?” Students silently record one idea, then share with a partner. Establish that Maramataka is not simply a calendar; it is a knowledge system based on careful observation and relationships with the environment.

2. 5–13 min · Introduce Maramataka. Use the Maramataka introduction slides to explain the meaning of marama (Moon/month) and how different iwi and hapū may use their own systems, names and interpretations. Emphasise respectful learning: local knowledge should be shared by appropriate knowledge holders, and no single maramataka represents every Māori community. Students create a three-column note in the Maramataka inquiry worksheet: “What I notice”, “What this might mean”, and “What I want to find out”.

3. 13–22 min · Moon phases and observation. Present the Moon-phase visual on the Moon phases sequence. Model the four broad phases: new Moon, first quarter, full Moon and last quarter; explain that the Moon reflects sunlight and appears to change shape as its position relative to Earth and the Sun changes. In groups of three, students use the worksheet diagram to draw arrows and sequence the four phases. Check understanding by asking students to explain why the Moon does not produce its own visible light.

4. 22–32 min · Connecting patterns to the environment. Show the examples and discussion prompts in the environment connections slides. Discuss how people may observe patterns involving tides, fishing, planting, harvesting, animal behaviour or wellbeing, while clarifying that observations and explanations need to be investigated carefully and may vary by place and context. Groups choose one possible connection and complete a simple table on the worksheet: observation, possible Maramataka meaning, scientific question and evidence they would need.

5. 32–40 min · Ākonga kōrero and question share. Each group shares its question. Guide students to improve questions so they are respectful, specific and potentially investigable, for example, “Does the height of the tide change during different Moon phases?” rather than “Does the Moon control everything?” Students use the question-check slide to check that their question separates what is known, what is observed and what still needs evidence.

6. 40–45 min · Plenary and exit check. Return to the opening question on the plenary slides. Students complete the final three prompts on the worksheet: “Maramataka is…”, “One Moon phase is…”, and “One question I have is…”. Invite two or three students to share. Preview the next lesson: investigating the Moon’s cycle and looking for reliable patterns in data.

Resources

• the Introduction to Maramataka slide deck
• the Maramataka inquiry worksheet
• Projector or interactive display
• Whiteboard and markers
• Pencils, coloured pencils and rulers
• Optional locally approved information about the rohe’s maramataka
• Access to a trusted local kaumātua, whānau member or mātauranga Māori resource for later lessons

Assessment

• Listen for accurate explanations of Maramataka and respectful recognition that local systems differ.
• Check group Moon-phase sequences and question tables, correcting the misconception that the Moon makes its own light.
• Use the final worksheet responses to identify students needing support with lunar phases, evidence or distinguishing observation from explanation.

Differentiation

• Provide a dyslexia-friendly worksheet: clear sans-serif font, generous spacing, short instructions, uncluttered diagrams and the option to respond orally or through labelled drawings. Read key text aloud and allow text-to-speech.
• Support learners with a word bank, pre-drawn phase circles, sentence starters such as “I notice…” and “A question we could investigate is…”. Pair students strategically and assign roles: reader, recorder and speaker.
• Use an enlarged Moon-phase diagram and concrete modelling with a lamp and ball for students who benefit from visual or kinaesthetic learning. Avoid assuming that all students have the same cultural knowledge.
• Extend advanced learners by asking them to compare two possible explanations for one environmental pattern, identify variables and controls, and propose what data would provide stronger evidence.