Ngā Tohu o te Rangi

Overview

Lesson 2 of 10 in Ngā Ara o Tangata Moana. Students explore how Māori and other Tangata Moana navigators used the sun, moon and stars to find direction, while learning kupu and practising simple directional commands in te reo Māori.

Learning intentions

• WALT identify kupu for important celestial features.
• WALT explain that the sun, moon and stars can provide clues for navigation.
• WALT understand and use simple directional phrases.
• WALT participate in a short navigation activity using te reo Māori.

Success criteria

• I can say and recognise kupu such as te rā, te marama and ngā whetū.
• I can identify te raki, te tonga, te rāwhiti and te uru.
• I can give or follow a direction using ki te… or anga whakamua.
• I can explain one way the sky helped navigators find their way.

Curriculum links

• Listening to, speaking, reading and presenting in te reo Māori for meaningful purposes.
• Using familiar vocabulary and sentence patterns to communicate information and instructions.
• Developing understanding of Māori knowledge, identity and traditional ways of navigating.
• Working cooperatively, showing respect and taking responsibility during shared learning.

Lesson structure (60 minutes)

1. 0–5 min – Welcome and visual hook Greet students in te reo Māori and ask: “Me pēhea te kimi ara mēnā kāore he tohu rori?” (“How could we find our way without road signs?”). Open with the navigation hook slide and invite brief predictions. Connect to the unit’s focus on Tangata Moana voyaging.

2. 5–15 min – Introduce the kupu Use the celestial features and directions slides to teach and pronounce:

• te rā – the sun
• te marama – the moon
• ngā whetū – the stars
• te raki – north
• te tonga – south
• te rāwhiti – east
• te uru – west Add actions and have students repeat as a whole class, then with a partner. Explain that navigators observed the movement and position of the sun, moon and stars, alongside other environmental signs, to help maintain direction.

3. 15–25 min – Direction language practice Model the phrases on the sentence-pattern slides:

• Haere ki te raki. – Go north.
• Haere ki te tonga. – Go south.
• Anga whakamua. – Face or move forwards.
• Huri ki te taha mauī. – Turn to the left.
• Huri ki te taha matau. – Turn to the right. Students stand beside their desks and follow teacher commands. Introduce the response Āe, kua mārama (“Yes, I understand”) and encourage students to ask Tēnā, kōrero anō (“Please say it again”) when needed.

4. 25–42 min – Group navigation challenge Arrange students in groups of five, with seven groups. Give each group a simple floor map or open space with a starting point and destination. Distribute the celestial navigation and directions worksheet. One student is the navigator, one is the traveller, one observes the language, and the others help plan and check. Rotate roles after each route. The navigator gives two or three commands, for example, Haere ki te rāwhiti. Anga whakamua. Huri ki te taha matau. The traveller follows without being shown the planned route. Observers use the worksheet to record the kupu and whether the directions were clear.

5. 42–52 min – Apply and explain Show the group challenge and discussion slides. Each group creates one short route and rehearses it in te reo Māori. Invite two or three groups to demonstrate. After each demonstration, ask: “He aha ngā tohu i whakamahia?” (“What signs were used?”) and “He aha te take he mea nui te ahunga?” (“Why is direction important?”). Clarify that traditional navigators used detailed knowledge, observation and repeated practice rather than relying on one sign alone.

6. 52–60 min – Review and exit reflection Revisit the plenary slide. Point to or describe a celestial feature and have students say the kupu and one related direction. Students complete the final section of the reflection and self-check section: one new kupu, one direction phrase and one sentence explaining how the sky can help navigation. Collect responses as students leave.

Resources

• the Ngā Tohu o te Rangi slide deck
• the celestial navigation and directions worksheet
• Open classroom space or hall
• Simple floor maps or marked starting and finishing points
• Direction signs: north, south, east and west
• Whiteboard and marker
• Optional compass or image of a traditional waka voyage

Assessment

• Listen for accurate pronunciation and appropriate use of ki te…, haere and anga whakamua during pair and group practice.
• Observe whether students can follow and give a sequence of directions, noting students who need further modelling.
• Check the worksheet and exit reflection for correct celestial vocabulary, direction words and a basic explanation of navigation.

Differentiation

• Support learners with picture cues, gesture, a visible word bank and sentence frames such as Haere ki te ____.
• Pair developing speakers with a supportive peer and allow them to rehearse before speaking to the group.
• For students requiring additional support, reduce the route to one or two commands and allow pointing before verbalising.
• Extend confident students by requiring a three- or four-command route, using a celestial feature in an explanation, or acting as a kaiwhakatere who checks the clarity of another group’s instructions.