Ngā Whetu Whakatau

Overview

In this first lesson of the unit “Ngā Whetu: Stars and Stories”, students will explore the idea of Ngā Whetu (the stars) through traditional pūrākau. They will consider why stars matter in Māori culture, including their roles in navigation and storytelling.

Learning intentions

• WALT describe what Ngā Whetu are and why they are significant in stories and everyday life.
• WALT share ideas using science talk (observation, connection, explanation).
• WALT begin to use a simple model (e.g., star positions) to make meaning from evidence.

Success criteria

• I can explain, in my own words, that stars are important in Māori culture and stories.
• I can make careful observations (what I can see) and connect them to a pūrākau theme (meaning).
• I can contribute to a group discussion using respectful listening and turn-taking.
• I can record my thinking in a short sentence, drawing, or short oral explanation.

Curriculum links

• Science learning: using observations and models to develop simple explanations about the natural world.
• Language and literacy: speaking and listening to share ideas, and writing/drawing to represent understanding.
• Key competencies: relating to others, communicating ideas, thinking critically, and participating and contributing.
• NZ curriculum refresh alignment: place-based learning with mana whenua perspectives, linking cultural knowledge to scientific ways of thinking.

Lesson structure (60 minutes)

1. 0–5 min: Welcome and tikanga

• Greet students and set a clear kaupapa: we learn with respect, listen to others, and honour mana whenua.
• Quick “bookending” routine: today we will learn, discuss, and record.

2. 5–15 min: Front-load pūrākau connection

• Teacher shares an age-appropriate Māori pūrākau about stars and/or navigation (choose one that is suitable for your local context and school guidance).
• Class makes a “Stars = …” thinking web on the board: “I notice… / I wonder… / It reminds me of…” Students provide one-word or short answers only.

3. 15–25 min: Star observations (hands-on)

• In groups of 3–5, students use a darkened “star scene” (torch + card cut-outs, star spinner, or a simple planetarium app offline if available) to observe star patterns.
• Prompt: “What do you notice about the stars? Do any look like they form shapes?” Students record two observations (draw + label).

4. 25–35 min: Model building—simple star map

• Teacher demonstrates a paper “star map”: place three to five “star points” on a card, then label them with numbers/letters.
• Students create their own map and add one sentence: “If you looked at the sky, you might use these points to… (story/navigation/remembering).”

5. 35–45 min: Gallery walk and talk moves

• Students rotate silently for 3 minutes per station: read two peers’ star maps and add a sticky note with one comment or question.
• Teacher models talk moves on the board: “I agree because… / I’m curious about… / I noticed…”

6. 45–55 min: Whole-class wrap—meaning + science language

• Teacher facilitates a discussion: “How are stars used in pūrākau and how does that connect to what we can observe?”
• Students use a sentence frame to share: “My observation was ____. My connection to the story was ____.”

7. 55–60 min: Exit ticket (check for understanding)

• Students submit one of: a drawing of a star pattern with a label, or one short explanation sentence.
• Teacher quickly scans for common understandings/misconceptions to inform Lesson 2.

Resources

• Teacher-prepared star scene (torches, black card, star-shaped cut-outs) or offline planetarium/star image set
• Student star-map templates (pre-printed cards with 3–5 blank “star” circles)
• Coloured pencils, markers, pencils, rulers
• Sticky notes for gallery walk, chart paper or whiteboard
• Sentence frames (visual + text) for ELL/EAL and younger learners
• Tidy-up materials and group role cards (e.g., speaker, recorder, materials manager)
• Safe classroom arrangement for darker observation activity

Assessment

• Formative assessment through observations in star groups (teacher checklist: participates, observes, records).
• Short exit ticket: determines if students can link observed star patterns to a cultural/story significance.
• Discussion evidence: teacher listens for use of simple science talk (notice, observe, connect, explain).

Differentiation

• Support for students who need scaffolding:
• Provide sentence frames and word banks (notice, pattern, story, navigate, remember).
• Offer pre-cut templates and limited choices (choose 3–4 stars from a set).
• Pair students strategically; assign clear roles to reduce cognitive load.
• Extension for advanced learners:
• Ask for a “because” explanation: “What makes you think this pattern could help someone remember a direction/story?”
• Challenge students to add a “variable” in their model: e.g., how the map might change if stars appear to move (link to next lessons).
• EAL/SEN strategies:
• Use visuals alongside key words; allow oral responses recorded by teacher or in drawing first.
• Provide an alternative exit ticket (audio recording or teacher interview for learners who struggle with writing).
• Ensure inclusion across year levels:
• Offer tiered prompts during gallery walk (younger: “What shape do you see?”; older: “How does this connect to navigation/story?”).

Extension (optional)

If you want this to connect smoothly to later lessons, add a home/school “Sky Look” prompt (1 night only): students observe the sky with a whānau member, then bring back one observation (drawing or sentence) for Lesson 2.