Overview

Across four art sessions, students learn about the Maui myth and create a tactile fish using cardboard, wool, glue and foil. Each day we link art choices to “materials of the earth” by observing, describing, and comparing properties (soft, hard, shiny, sticky) and using suitable tools safely.

Learning intentions

WALT (Day 1): We are learning to retell the Maui fishing-up-the-North-Island myth and identify everyday art materials by their properties (such as rough/smooth, soft/hard, shiny/dull).

Success criteria

• I can retell part of the Maui story in order (beginning, middle, end).
• I can name the materials we will use in our fish (cardboard, wool, PVA glue, tinfoil, marker).
• I can describe material properties using simple science words (soft/hard, sticky/not sticky, shiny/not shiny).

Curriculum links

• NZ Curriculum Refresh (Science): Earth Systems / Materials of the Earth — classifying and comparing soils and rocks using observable features and simple physical properties (we practise the same “look/feel/describe” approach using art materials).
• NZ Curriculum Refresh (Arts): Developing ideas and using materials to explore textures, surfaces and effects.
• Key competencies: Thinking (observing properties), Participating and contributing (group discussion), Using language/symbols (story retell and describing materials).

Lesson structure (40 minutes)

1. 0–5 min · Hook (Story focus). Teacher shows a simple picture of Maui and the fishing hook, then asks: “What materials does a hook and line need?” Students quick-talk in pairs.
2. 5–15 min · Read the myth. Teacher reads the Māori legend (teacher reads aloud), pausing to ask: “What did Maui do first?” Students listen and join in a short repeated phrase/summary.
3. 15–25 min · Materials investigation. Teacher displays the four materials (cardboard, wool, PVA glue, tinfoil) and demonstrates safe handling. Students rotate through stations and use sentence starters: “This is… It feels… It looks…”
4. 25–35 min · Art language and planning. Teacher introduces: “In our fish, we wrap wool, then glue, then cover with foil.” Students predict: “Which material will make it soft/rough/shiny?” (No making yet today.)
5. 35–40 min · Share and tidy. Students share one material property they noticed; teacher reinforces safety and correct tool use for later days.

Resources

• Read-aloud Maui legend text (teacher print or book)
• Sample pieces: cardboard, wool, small container of PVA glue, tinfoil
• Station cards with sentence starters (teacher-made)
• Paper towels/rubbish bins
• Teacher gloves optional for glue station
• Display chart: “Materials I notice” (3 columns: feel/look/special effect)

Assessment

• Teacher observation during pair talk and station rotations (students can name and describe properties).
• Quick verbal check: “Tell me one property of wool/cardboard/tinfoil.”
• Lesson exit: each student draws a quick “feel and look” icon and labels one material.

Differentiation

• Support: Provide picture word bank (soft/hard, shiny/dull, sticky/not sticky) and sentence stems for retells.
• EAL: Let students point to the correct word card first, then say one short sentence.
• SEN: Offer a simplified story retell using 3 picture prompts (beginning/middle/end).
• Extension (advanced learners): Students explain why a material might be used for a feature of the fish (e.g., “foil makes it reflect like scales”).

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Maui Fish Wrap

Overview

Students begin building the fish using the pre-cut cardboard outline. They wrap wool around the edges to create a textured surface, then add PVA glue and cover with tinfoil (by day’s end, the fish is shiny and layered).

Learning intentions

WALT (Day 2): We are learning to use materials carefully to build a fish shape and explain how wool, glue and tinfoil change the surface.

Success criteria

• I can follow steps to wrap wool neatly around the cardboard grooves/edge.
• I can use glue safely and understand that glue becomes sticky/sets.
• I can cover the fish in tinfoil without tearing it too much, and describe the new look/feel.

Curriculum links

• NZ Curriculum Refresh (Science): Materials can be classified by observable physical properties; students practise comparing “soft/hard, sticky/not sticky, shiny/not shiny.”
• NZ Curriculum Refresh (Arts): Creating art by using materials and exploring surface texture.
• Key competencies: Managing self (following procedures), Thinking (linking material to effect), Using language/symbols (sharing observations).

Lesson structure (40 minutes)

1. 0–5 min · Safety recap. Teacher reviews glue safety and tinfoil handling. Students repeat 2 safety rules.
2. 5–10 min · Demonstration. Teacher models: wrap wool, add glue, then foil covering.
3. 10–25 min · Wool wrapping. Students wrap wool around the teacher-provided cut cardboard fish (teachers pre-cut and pre-set). Teacher circulates to check neat wrapping and safe handling.
4. 25–33 min · Glue step. Students apply PVA glue over the wool (teacher assists with controlling amounts). Students pause to observe: “What happens to the wool when glue is added?”
5. 33–38 min · Tinfoil covering. Students smooth tinfoil over the glued fish carefully and trim excess (if needed).
6. 38–40 min · Clean up and quick check. Students show a “thumbs up” if they completed the steps; teacher records who needs support for tomorrow.

Resources

• Pre-cut cardboard fish (cut by teacher in advance with edge grooves)
• Wool (wound and ready at each station)
• PVA glue in labelled containers with brushes/spreaders
• Tin foil squares (pre-cut for ease)
• Paper towels, wipes, bins
• Aprons optional
• Student fish work area mats

Assessment

• Formative: teacher checklist during step work (wrapped? glued? covered? safe handling?).
• Questioning: “Which material is soft? Which is shiny? What does glue do?”
• Exit: one sentence on scrap paper: “The foil makes it look…”

Differentiation

• Support: Provide a starting tie point for wool and a “wrap count” guide (e.g., wrap around 5 times).
• Extension (advanced learners): Add a second texture using a different wool twist/spacing, then explain how it changes the surface effect.

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Maui Fish Colouring

Overview

Students use permanent marker to colour the sections between the wool grooves. They focus on making clear patterns, using the grooves as guides.

Learning intentions

WALT (Day 3): We are learning to use a marker to colour sections carefully and make visible patterns by following the grooved sections.

Success criteria

• I can colour inside the section boundaries (between wool grooves).
• I can create a repeated pattern (e.g., stripes/spots) or a simple colour block design.
• I can describe which material parts are raised (wool/foil) and how they affect the drawing.

Curriculum links

• NZ Curriculum Refresh (Arts): Using materials and tools to create effects and patterns; developing ideas through design choices.
• NZ Curriculum Refresh (Science): Observing and comparing physical properties (raised texture, reflective foil surfaces).
• Key competencies: Creating and communicating ideas (pattern making), Thinking (precision), Participating and contributing (pair feedback).

Lesson structure (40 minutes)

1. 0–5 min · Visual reminder. Teacher shows a finished example or photo. Students point out: “Where are the grooves/sections?”
2. 5–12 min · Model technique. Teacher demonstrates slow colouring, turning the fish as needed, and pressing lightly to avoid smudging.
3. 12–28 min · Colouring time. Students colour sections using markers. Teacher supports students to stay within boundaries.
4. 28–35 min · Pattern check (pair). Students in pairs look for: “Do you have repeated pattern?” One gives one suggestion.
5. 35–40 min · Share and tidy. Students share one colour choice and one pattern they made.

Resources

• Completed Day 2 fish (cardboard + wool + glued + foil)
• Permanent markers (different colours)
• Scrap paper for quick pattern plan (optional)
• Gloves optional for foil handling
• Rubbish bins, wipes

Assessment

• Teacher checks: control within section lines; completed at least 6 coloured sections.
• Peer feedback uses a simple prompt: “I notice…” “I wonder…”
• Exit: students circle one word that matches their fish: shiny / smooth / textured / sticky (teacher chooses based on what’s true).

Differentiation

• Support: Provide a simple pattern template (stripes or checker) as a guide; allow colouring with dots if lines are difficult.
• Extension (advanced learners): Introduce shading (light/dark) on one foil section and explain how the foil reflection changes the colour.

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Maui Fish Fin Finishes

Overview

Students decorate and attach fins to complete their Maui-inspired fish. They choose colours that match their patterns and ensure secure attachment.

Learning intentions

WALT (Day 4): We are learning to decorate and attach fins securely, and explain how our chosen materials create different visual effects.

Success criteria

• I can add fins using safe, secure attachment (as directed by teacher).
• I can match fin decoration to my fish pattern.
• I can name at least two material effects (shiny foil, soft wool texture, coloured marker).

Curriculum links

• NZ Curriculum Refresh (Arts): Finishing and presenting work; using materials for effect and coherence.
• NZ Curriculum Refresh (Science): Classifying and comparing materials by observable features and physical properties (texture, shine, colour).
• Key competencies: Managing self (finishing tasks), Communicating (describing effects), Thinking (choice of materials).

Lesson structure (40 minutes)

1. 0–5 min · Warm up: effects recap. Teacher asks: “What will foil do? What will wool feel like?” Students answer with one word each.
2. 5–15 min · Fin decoration. Students decorate fin cut-outs using marker/colouring (teacher pre-cut fins, or fins provided today).
3. 15–27 min · Attach fins. Students attach fins to the fish using the teacher’s method (e.g., glue/tape as provided). Teacher circulates to ensure strong attachment and safe glue use.
4. 27–35 min · Details and touch-ups. Students add small final details (eyes, extra pattern lines) if time allows.
5. 35–40 min · Gallery walk. Students do a quick “walk and talk” and share: “My fish is shiny/soft/coloured because…”

Resources

• Fish from Day 3
• Pre-cut fin pieces
• Markers/colour pencils
• Glue/tape for attaching fins (teacher-provided)
• Wipes/paper towels
• Display space for gallery walk

Assessment

• Teacher observes secure attachment and pattern matching (at least one matching fin detail).
• Final student reflection (verbal or short sentence): “I used ___ because it makes ___ look/feel ___.”
• Teacher records who meets all success criteria.

Differentiation

• Support: Provide a fin placement guide (where fins should go) and pre-mark dots for attaching points.
• Extension (advanced learners): Add a simple scale pattern suggestion on one fin (e.g., repeating bands) and explain the pattern choice.