Matariki Starways

Overview

Students begin Unit 1, exploring why Matariki is important in Māori culture and how it is linked to the Māori New Year and seasonal change. They will make a simple Matariki star chart using natural materials, connecting star patterns to observing the sky.

Learning intentions

• WALT: Understand the cultural significance of Matariki.
• WALT: Identify Matariki in the morning sky using a simple star chart.
• WALT: Explain how Matariki visibility is used as an indicator of seasonal change for many iwi.
• WALT: Create a natural-material star chart that shows Matariki’s position and shape.

Success criteria

• I can correctly name Matariki.
• I can point to Matariki on a class star chart or picture.
• I can explain why Matariki is important (using at least one reason).
• I can create a star chart that includes the key stars and is clearly labelled.

Curriculum links

• History (New Zealand context): Students explore a key cultural tradition in Aotearoa New Zealand and its significance.
• Inquiry and communication: Students gather and share information and communicate learning using drawings, models and simple explanations.
• Key competencies: Using language, symbols and texts; Thinking; Participating and contributing; Relating to others; Self-management.
• Values: Relationship, responsibility and resilience in group build and shared discussion.

Lesson structure (30 minutes)

1. 0–4 min · Welcome and connection. Teacher shows 2–3 large pictures (Matariki in the sky, Matariki celebrations, seasonal change in NZ) and asks, “What do you notice?” Students turn-and-talk, then share one idea with the class.
2. 4–10 min · Short teaching + guided discussion. Teacher reads an age-appropriate text (dyslexia-friendly copy) about Matariki becoming visible in the eastern morning sky during mid-winter and its role for seasonal change and the Māori New Year; teacher pauses for “stop and think” prompts. Students use sentence starters to answer one question: “Matariki is important because…”
3. 10–20 min · Hands-on build: natural-material star chart. Teacher demonstrates how to place small sticks/seeds on a paper base to form a simple star pattern, then labels key points with the class. Students work in pairs to make their own chart, using a picture guide of Matariki star position and a teacher-checked checklist (name, key stars, label).
4. 20–26 min · Gallery walk + explain. Students rotate through 2–3 group charts (or teacher positions charts around the room). Each student gives one explanation using their starter: “I can see Matariki on my chart because…” and “It is linked to seasonal change when…”
5. 26–30 min · Exit check and pack-up. Students complete a quick oral or written exit response: draw a small star and write one sentence on importance. Teacher collects charts for Lesson 2.

Resources

• Dyslexia-friendly reading texts (large print, illustrations, key terms highlighted)
• Picture cards: Matariki, eastern morning sky, seasonal change, Māori New Year celebrations
• Printed star-chart template (simple outline) and label sheet (Matariki, key stars)
• Natural materials: small sticks, dried grass, seeds/gravel beads (safe, non-toxic), cotton balls for “light”, glue/tape
• A3/A4 paper bases, crayons/markers (optional)
• Sentence starter strips for students (laminated if possible)
• Checklist for star chart success criteria
• Timer, visual schedule cards (Today: Learn → Make → Share → Check)

Assessment

• During discussion: listen for correct identification of Matariki and one clear reason for importance.
• During construction: teacher checks labels, correct star placement, and that students can describe their chart.
• Exit check: one-sentence explanation (or oral recording) linked to cultural significance and/or seasonal indicator.

Differentiation

• Visual supports: keep star-chart template visible at all times; use picture cards during reading and explanations.
• Sentence starters (provide on desk):
• “Matariki is important because…”
• “I can identify Matariki because…”
• “It connects to seasonal change when…”
• Reduced demand options: students may build a “partial chart” (focus on fewer key stars) but still label “Matariki” and explain importance.
• Multi-sensory scaffolds: building with natural materials supports learners with ADHD/ODD through movement and structured roles (Builder / Label reader).
• Behaviour and support: clear, short instructions; time checks; predictable routine; positive reinforcement tied to relationship/responsibility/resilience.
• Grouping: pair students strategically so one partner can model label reading while the other builds (roles can swap halfway).

Extension (optional for advanced learners)

• Research challenge (mini): Students choose one Māori myth or story connected to a star/constellation and share a 30-second summary using a scaffolded note card (“The story is about…”, “It teaches…”, “It connects to the sky because…”).
• Extra accuracy: students add two more “helper stars” (as shown on a guide) and explain how seeing the pattern helps people predict the season.

Dyslexia-friendly reading options

• Provide a large-print, illustrated text with:
• Short sections (3–4 sentences each)
• Key words highlighted: Matariki, morning sky, mid-winter, seasonal change, Māori New Year
• A matching picture glossary (students point as they read)
• Offer an audio option if available (teacher reads aloud slowly while students follow with a finger on the page).