Lunar Phases and Impact

Overview

In this second lesson of Understanding Maramataka in Science, students build on prior learning about the Moon’s movement and appearance. They model the eight lunar phases, then investigate how lunar cycles are connected with tides, planting practices and animal behaviour, distinguishing scientific evidence from claims that require further investigation.

Learning intentions

• WALT identify and sequence the eight main phases of the Moon.
• WALT explain how the Moon’s position relates to changing tides.
• WALT investigate connections between lunar cycles, planting cycles and animal behaviour.
• WALT compare scientific explanations with mātauranga Māori and local maramataka knowledge respectfully.

Success criteria

• I can name and order the main phases of the Moon.
• I can use a model to explain why tides are generally higher around full and new moon.
• I can describe one possible lunar influence on plants or animals and support my idea with evidence.
• I can identify when an explanation is supported by evidence and when more investigation is needed.

Curriculum links

• Te Ao Māori — exploring mātauranga Māori, maramataka, relationships with the natural world, and the significance of lunar cycles.
• Marau ā-Kura — connecting learning to local iwi, hapū, marae, whenua and local maramataka knowledge where this has been approved for classroom use.
• Science learning through observation, modelling, evidence-based explanation and communicating relationships within the natural world.

Lesson structure (45 minutes)

1. 0–5 min · Recall and hook. Teacher displays the opening section of the lunar phases and maramataka slide deck and asks: “Could the Moon affect when people plant, when animals feed, or the height of the sea?” Students complete a quick think-pair-share, then record one prediction and one question. Acknowledge that local maramataka knowledge should be learned through appropriate iwi, hapū or whānau sources rather than assumed to be the same everywhere.

2. 5–13 min · Teach and model lunar phases. Teacher uses a lamp and ball, or the visual model in the Moon phase model slides, to demonstrate that the Moon does not make its own light and that we see changing amounts of its sunlit half. Introduce new moon, waxing crescent, first quarter, waxing gibbous, full moon, waning gibbous, third quarter and waning crescent. Students sketch a simple sequence and use the terms waxing (increasing) and waning (decreasing).

3. 13–23 min · Partner modelling. Teacher gives each pair a torch or lamp, a small white ball and a phase recording sheet from the lunar phases investigation worksheet. Model safe handling and explain that the light represents the Sun, the student’s head represents Earth, and the ball represents the Moon. Students take turns holding the Moon model and observer position, identifying at least four phases and recording how the visible lit portion changes. Pause to check: “Which phase has the greatest visible lit area? Which has the least?”

4. 23–32 min · Tides and lunar position. Teacher uses the tide diagrams in the tides explanation slides to explain that the Moon’s gravity contributes to ocean tides. Clarify that the Sun also contributes and that coast shape, ocean depth and local geography affect actual tide heights. Students annotate the worksheet model to show why higher high tides, called spring tides, commonly occur near new and full moon, and why smaller tidal differences, called neap tides, commonly occur near the quarter phases. Pairs explain their diagram to another pair using “because”.

5. 32–40 min · Maramataka evidence discussion. Teacher presents three short, age-appropriate examples in the planting and animal behaviour discussion slides: planting or harvesting decisions associated with local lunar knowledge; animals feeding, spawning or migrating at particular lunar times; and the question of whether the Moon directly causes every observed pattern. Students work in pairs to classify each example as “likely relationship”, “possible but needs evidence” or “not enough information”, then justify their choice. Emphasise that mātauranga Māori is a valid knowledge system, while classroom scientific investigation asks different questions about evidence, patterns and cause. Students add one respectful question for further research.

6. 40–45 min · Plenary and exit check. Teacher returns to the opening prediction using the plenary and exit-question slides. Students complete the final worksheet questions: draw and label the phase after full moon, explain one tide pattern, and state one lunar connection to planting or animal behaviour with an evidence caveat. Invite two students to share. Collect responses to identify misconceptions for Lesson 3.

Resources

• the lunar phases and maramataka slide deck
• the lunar phases investigation worksheet
• Lamp or torch for each pair
• Small white ball, polystyrene ball or similarly sized model for each pair
• Darkened space or table screens where practical
• Board and markers
• Local, approved maramataka or iwi resource, if available
• Coloured pencils

Assessment

• Listen for accurate use of waxing, waning, phase names and the distinction between lunar influence and direct causation.
• Check each pair’s Moon model, phase sequence and annotated tide diagram during the investigation.
• Use the final worksheet responses to assess whether students can explain a relationship using evidence and identify where further investigation is needed.

Differentiation

• Provide a phase word bank, labelled visual sequence, partially completed diagrams and sentence starters: “The Moon appears ___ because…” and “The evidence suggests…”.
• Offer dyslexia-friendly copies of the worksheet: clear sans-serif font, generous spacing, short lines of text, uncluttered diagrams, strong contrast and the option to respond orally or by drawing.
• Pair students strategically and assign roles such as model holder, observer, recorder and explainer; allow students who find bright light uncomfortable to use a covered torch or digital visual.
• Extension: students design a fair investigation into one animal or planting claim, identifying the observation period, evidence to collect and variables such as weather, season, location and food availability.