Maramataka Calendars

Overview

In this lesson (Task 3), students research how maramataka (lunar observing) relates to Matariki/Puanga, and compare it with other calendar systems (including Gregorian integration). Students will record findings visually and in writing, preparing materials for the next task of designing their Matariki calendar pages.

Learning intentions

• WALT understand maramataka and the cultural significance of Matariki/Puanga through storytelling and discussion.
• WALT compare maramataka and at least one other calendar system, focusing on purpose, structure, and what it helps people do.
• WALT use visual arts processes (drawing, diagrams, notation, and annotation) to organise research evidence.
• WALT select and justify information that will inform an art design intention for a Matariki calendar.

Success criteria

• I can describe, in my own words, what maramataka is and why Matariki/Puanga are significant.
• I can explain similarities and differences between maramataka and another calendar system (e.g., Gregorian), using clear notes and/or diagrams.
• I can show my research as visual evidence (sketches/diagrams/annotation), not only paragraphs.
• I can connect at least two research findings to how my calendar will communicate meaning and function.

Curriculum links

• Learning Area: The Arts — students explore and communicate ideas through visual arts conventions and processes.
• Competencies: thinking (research and compare), using language/symbols (notations/diagrams), managing self (planning tasks and meeting deadlines), participating and contributing (discussion and respectful cultural sharing).
• NCEA Visual Arts alignment for later tasks: AS91914 Explore Visual Arts processes and conventions to inform own art making; students practise research-to-art connections through experimentation with layouts, symbols, and annotation.

Lesson structure (60 minutes)

1. 0–6 min · Opening story. Teacher tells a short age-appropriate story about Matariki/Puanga and how maramataka observations help communities notice time in nature; students jot 3 key ideas and 1 question.
2. 6–14 min · Visual presentation: calendar systems. Teacher displays a simple comparison graphic (maramataka purpose/structure vs Gregorian purpose/structure) and models how to read diagram conventions; students complete a “Now/Next” two-column note starter (what I know / what I need).
3. 14–26 min · Modelling research methods (mini-demonstration). Teacher demonstrates how to turn research into visuals: thumbnail diagram of a calendar cycle, arrow labels, and annotated symbols; students copy one modelling element into their own research pages (e.g., a mini cycle diagram).
4. 26–44 min · Research task (differentiated stations). Students work in groups of 2–3 at stations with prepared prompts and sources (print and teacher-provided texts).

• Support track: guided worksheet with sentence starters and a partially completed comparison table.
• Core track: structured research sheet requiring students to produce one annotated diagram plus a short explanation.
• Extension track: adds a “Gregorian integration” section asking students to propose how a bilingual/dual-system calendar could be interpreted visually.

5. 44–52 min · Visual check: evidence and cultural respect. Teacher circulates with a checklist: evidence is recorded, comparisons are clear, and cultural information is handled respectfully (no “copy-paste”; paraphrase and acknowledge what the information is for).
6. 52–60 min · Exit ticket: design connection. Students complete an exit ticket: “One research finding I will include in my calendar is… because…” and “One symbol/visual method I will use to communicate this is…”.

Resources

• Station packs: maramataka/Matariki-Puanga prompt sheets and teacher-provided short readings (no hyperlinks).
• Research organisers (three versions: Support/Core/Extension).
• A3/A4 research sheets and sketchbooks.
• Coloured pencils, fine liners, sticky notes, highlighters.
• Reference templates: blank comparison tables, mini calendar-cycle diagram, symbol/legend examples.
• Timer and small group roles cards (Recorder, Researcher, Visualiser).
• Classroom norms poster for respectful discussion and cultural safety.

Assessment

• Formative check 1 during station work: teacher observes whether students record evidence and use at least one visual arts convention (diagram/notation/annotation).
• Formative check 2 at 44–52 minutes: teacher uses a quick checklist to see if comparisons are accurate and linked to calendar function.
• Exit ticket: assesses individual ability to connect research findings to an upcoming art/design intention.

Differentiation

• Support: provide sentence starters (e.g., “Maramataka helps people…”, “In contrast, the Gregorian calendar…”), partially completed diagrams, and a word bank for respectful paraphrasing.
• Core: require one annotated diagram and a concise comparison paragraph with at least two similarities and two differences.
• Extension: require a “visual integration proposal” (how students could show maramataka observations alongside Gregorian dates) using clear layout reasoning and justification.
• UDL: multiple means of engagement (story + discussion + stations), representation (printed prompts + diagrams + models), and expression (written notes + labelled diagrams + choice of colour coding and symbol systems).
• EAL/SEN: allow responses using sentence stems, dual-language support from classroom resources where available, and extra time for diagram labelling; teacher offers quick prompts instead of rewriting work.

Next lesson link (for students)

• Students will carry their research evidence into Task 4 to develop calendar page layouts using symbols, notation, and compositional choices that communicate meaning and function.