Maui’s Fishing Story

Overview

In this first lesson of “Fishing for Art and Science,” students begin by listening to a retelling of the Māori legend of Maui fishing up the North Island. They then explore how stories connect to art-making by identifying different materials artists use.

Learning intentions

• WALT understand the Māori myth of how Maui fished up the North Island and retell key events.
• WALT identify and sort materials used in art (for example: paper, paint, crayons, clay).
• WALT make connections between what we hear in a story and what we might create in art.

Success criteria

• I can retell the key points of the myth in the correct order (beginning, middle, end).
• I can name at least three materials used in art.
• I can explain why an artist might choose a particular material.

Curriculum links

• Art and Design (New Zealand Curriculum Refresh): explore and share ideas, and develop simple concepts through art-making and talking about artworks.
• Science link (Earth systems/materials focus used informally): observe and compare materials by what they are like and how they can be used.
• Key competencies: Thinking (forming ideas from the story), Communicating (retelling and sharing), Participating and contributing (group sorting and discussion), Managing self (choosing a task and materials safely).

Lesson structure (40 minutes)

1. 0–5 min · Welcome and hook. Teacher reads the lesson WALT and shows a simple “story map” with three pictures (beginning/middle/end). Students listen quietly and point to the matching picture when they hear a key part.

2. 5–15 min · Story listening: Maui fishing up the North Island. Teacher tells the myth in an age-appropriate way, pausing to emphasise key moments (Maui decides to fish, fishing action, result/land being brought up). Students turn-and-talk with a partner: “What happened first/next/last?”

3. 15–22 min · Retell in order (oral rehearsal). Teacher models a short retell using sentence starters: “First…, Next…, Then…, Finally…”. Students use the sentence starters to retell to a small group of three, using the story map pictures as prompts.

4. 22–30 min · Materials investigation carousel. Teacher sets out 5–6 material “stations” with small samples or tools (for example: paper, crayons/coloured pencils, paintbrush and paint, clay/playdough, glue, scissors or safe cutting tools). Students rotate in pairs, recording (on a quick checklist) the materials they see and what they could make with them. Teacher circulates using guiding questions: “What do you notice about this material?” “How could an artist use it?”

5. 30–35 min · Whole class sorting and discussion. Teacher displays two big categories: “For drawing/colouring” and “For making 3D or attaching.” Students place each material into a category and justify their choice with a sentence: “I think it goes here because…”. Teacher reinforces correct names and careful handling.

6. 35–40 min · Reflection and exit share. Students complete a quick exit response on a template:

• “The myth’s key points were…” (2–3 short sentences)
• “Materials I learned about were…” (at least three) Teacher calls on 2–3 students to share.

Resources

• Printed story map (3 pictures: beginning/middle/end)
• Large chart paper or whiteboard and markers
• Material station trays (paper scraps, crayons/colour pencils, small paint cup or sample cards, paintbrushes, glue stick, clay/playdough, safe scissors or pre-cut shapes)
• Student checklist for materials (simple pictures + word bank: paper, crayon, paint, clay, glue)
• Exit response template (one page)
• Aprons or smocks; paper towels; wipes
• Optional: a display of an artwork made with mixed materials related to the unit theme

Assessment

• Formative check during retelling: teacher listens for correct order using the story map prompts.
• Formative check during carousel: teacher observes whether students can name materials and contribute to sorting.
• Exit response: students must retell key points and name at least three materials.

Differentiation

• Support:
• Provide sentence starters for retelling and for material justifications (“First…, Next…, Then…”, “I think it goes here because…”).
• Offer a word bank with picture support for materials.
• Use smaller group retells (pairs or groups of three) to reduce anxiety.
• Extension for advanced learners:
• Ask students to add “why it matters” to their retell (for example: “Maui’s actions changed what the land became, and artists can change an idea by choosing different materials.”).
• During the carousel, challenge them to compare two materials: “How are these materials different in how you use them?”

Extension (optional)

• Short reflection for advanced learners only: Students write 3–5 sentences answering: “Why might Maui’s legend be important, and how could artists use materials to show the story?”