Kono Kai Matariki

Overview

This lesson (Year 5, Art) is Day 1 of a 5-week unit on harakeke. Students explore the whakapapa/genealogy of harakeke, key properties of the plant (te āhua, te uho, te muka), and how these ideas connect to making a small kono kai for Matariki. Over the week, students will build skills in safe handling of harakeke, observing natural fibres, and planning their weaving design.

Learning intentions

• WALT describe harakeke’s genealogy/whakapapa and explain how different parts are used and valued.
• WALT identify observable properties of harakeke (strength, flexibility, fibre quality) and match them to weaving purposes.
• WALT use an art/design process to plan a small kono kai that links to Matariki values and celebration.
• WALT use kiwaha and whakataukī to talk about learning, care, and connection to flax bush.

Success criteria

• I can name and explain the role of harakeke parts in simple terms (without listing only names).
• I can describe at least two harakeke properties using evidence from observation.
• I can show a clear plan for my kono kai (shape, size, purpose, and materials).
• I can use a chosen whakataukī and a Matariki kiwaha in my sharing.

Curriculum links

• Toi Ihiihi: visual arts and design—developing and communicating ideas through planning and creating.
• Toi Ihiihi (art processes): using inquiry/observation to make decisions about materials and techniques.
• Te reo ā-iwi and mātauranga: using te reo Māori (whakataukī/kiwaha) appropriately to support meaning and participation.
• Key competencies (communication, managing self, participating and contributing, thinking): sharing ideas, following safe practice, and reflecting on learning.

Lesson structure (59 minutes)

1. 0–7 min · Matariki hook (kōrero). Teacher shows 2–3 images or objects connected to Matariki (e.g., star constellation chart or Matariki-themed items) and asks: “How might harakeke help us celebrate Matariki?” Students think-pair-share and write one sentence response.
2. 7–15 min · Whakataukī entry + modelling. Teacher introduces a whakataukī about connection/care (e.g., something used in your kura for mauri, whenua, or respect) and models how to explain meaning in students’ own words. Students repeat the whakataukī and complete a “meaning ladder” (1 word → 1 sentence → 1 example from flax bush).
3. 15–25 min · Harakeke genealogy/whakapapa (ngā kōrero tuku iho). Teacher tells the harakeke genealogy/story used in your local area (or a general classroom version if local whakapapa is not provided). Students use a simple diagram template (centre plant and outer parts) to label and talk about roles (not just names).
4. 25–40 min · Properties investigation (ngā āhuatanga). Teacher leads a flax bush exploration or a classroom station with cut harakeke strips (teacher-prepared for safety). Students work in pairs to test/observe:

• strength (gentle pull),
• flexibility (fold/bend),
• fibre texture (look/feel),
• edge behaviour (does it fray? how does it hold?). Students record two property claims with one piece of evidence (e.g., “It bends without breaking because…”).

5. 40–51 min · Kiwaha for Matariki + connection. Teacher teaches 2 Matariki kiwaha (use your kura’s preferred set) and gives short meanings. Students choose one kiwaha to discuss how it links to their kono kai purpose. Quick partner practice: “When we say ‘___’, we mean ___; flax helps us because ___.”
6. 51–59 min · Design planning (concept to plan). Teacher demonstrates a small kono kai planning sketch (top view + side view) and shows where harakeke properties influence design choices (e.g., thicker part for base, flexible strands for sides). Students begin their own plan: size (e.g., palm-sized), shape (kono style), materials list (harakeke parts), and one sentence linking to Matariki and caring for resources. Collect plans at the end of the minute.

Resources

• Harakeke specimens from flax bush (or teacher-prepared strips) with clear safety checks
• Visuals of Matariki and simple harakeke part diagram
• “Properties investigation” recording sheets
• Small weighing/touch prompts (optional: smooth board, gentle pull tool)
• Kiwaha cards (2 sets) and whakataukī card
• Pencil, rubbers, student plan sheets
• Handwashing/sanitising items
• Gloves/safe handling equipment if your kura uses it
• Trash bins and labelled containers for offcuts

Assessment

• Teacher observation: students’ participation in genealogy kōrero (can they explain roles with understanding?).
• Formative evidence from property recording sheets (claim + evidence).
• End-of-lesson plan: checks for clear design intention and use of at least one Matariki kiwaha/connection statement.

Differentiation

• Support: sentence starters for evidence (“I noticed… therefore…”) and a partially filled harakeke diagram.
• Support: provide two design templates (one simpler, one more complex) for kono kai shape.
• Extension: students add a “why” note linking a specific harakeke property to a specific part of the kono kai (e.g., “flexibility helps…”).
• EAL/SEN: allow drawing/labeling as the primary response, and pair students strategically for kiwaha practice.

Integration notes for the 5-week unit (overview for the class)

• Across the unit, lessons progressively move from genealogy/meaning → properties and safe preparation → weaving skill practice → finishing and reflection, culminating in the small kono kai for Matariki.
• Students repeatedly connect learning to whakataukī/kiwaha, flax bush care, and respectful use of harakeke (mātauranga, tikanga, and connection to place).

(If you share your kura’s preferred local harakeke part names and the exact whakataukī/kiwaha you want used, I can tailor the taught lines to match them precisely for your iwi context.)