Reading the Stars

Overview

This is lesson 5 of 8 in Māori Migration and Identity. Students explore traditional Māori navigation techniques used during migration to Aotearoa, building on prior learning about migration routes, whakapapa and identity. They use visual evidence, te reo Māori vocabulary and a practical role-play to explain how navigators travelled safely across Te Moana-nui-a-Kiwa.

Learning intentions

• WALT identify and describe traditional Māori navigation techniques.
• WALT use te reo Māori to communicate information, ideas and opinions about migration.
• WALT connect navigation techniques to the experiences of Māori ancestors.
• WALT participate appropriately in a collaborative navigation activity.

Success criteria

• I can list at least three traditional Māori navigation techniques.
• I can explain how one technique helped voyagers navigate.
• I can use relevant te reo Māori vocabulary and sentence structures.
• I can work with others in a navigation role-play and justify my decisions.

Curriculum links

• Te whakapuaki whakaaro e pā ana ki tētahi horopaki e ora nei te reo: communicating information and opinions about the role of navigation in Māori migration and language vitality.
• Te kōrerorero i ngā pārongo, i ngā ariā me ngā whakaaro: sharing information, responding to others and using interaction strategies during the role-play.
• Te tuhi e pā ana ki tētahi horopaki e taunga ana: recording information and opinions about a familiar cultural and historical context.
• Te whakaatu i te māramatanga ki te reo Māori me ōna mātāpono i tētahi horopaki e taunga ana: recognising how language reflects relationships, place and Māori world views.

Lesson structure (45 minutes)

1. 0–5 min · Hook and prior knowledge. Teacher displays a night-sky image and asks, “Me pēhea te kimi ara i te moana nui, kāore he mahere, he waea rānei?” (“How could you find your way across the ocean without a map or phone?”) using the opening star-navigation image and question. Students think-pair-share, then name any navigation methods they already know.

2. 5–13 min · Direct teaching: navigation knowledge. Teacher uses the navigation techniques slides to introduce and visually explain whetū and te ararangi (stars and star paths), te rā and te marama (sun and moon), ngā ngaru and ngā au moana (waves and ocean currents), ngā manu (birds), ngā kapua (clouds), te hau (wind), and ngā tohu whenua (landmarks). Students annotate the navigation techniques organiser by matching each technique to its purpose and adding one question.

3. 13–20 min · Evidence discussion. Teacher models a short explanation: “Ka whakamahia ngā whetū hei tohu i te ara. Ka titiro hoki te kaiwhakatere ki ngā ngaru me te hau.” The teacher highlights sequencing and cause-and-effect language: tuatahi, kātahi, nā te mea, hei tohu, ka taea. Students work in pairs to choose one technique and rehearse an explanation using the frame: “Ko ___ tētahi tikanga whakatere. Ka whakamahia hei ___. He mea whai hua nā te mea ___.”

4. 20–33 min · Hands-on navigation role-play. Teacher arranges groups of five and explains the challenge using the role-play instructions and scenario slide: each group is a waka crew travelling from eastern Polynesia towards Aotearoa. Provide a simple ocean route diagram, star cards or images, and a set of changing conditions such as cloud cover, strong wind or unfamiliar waves. Students take roles such as kaiwhakatere (navigator), kaitiaki whetū (star observer), kaitiaki ngaru (wave observer), kaitiaki hau (wind observer) and kaikōrero (spokesperson). They select evidence, decide a direction and explain their decision in te reo Māori. Rotate roles if time allows.

5. 33–39 min · Share and respond. Teacher invites three groups to report their route decision and asks follow-up questions such as “He aha te tohu matua?” and “He aha i kore ai e whai i tērā ara?” Students present briefly, listen actively and respond with phrases such as “E whakaae ana ahau,” “Kāore au i te tino whakaae,” “He whakaaro pai,” or “Ka taea e koe te whakamārama anō?”

6. 39–45 min · Consolidation and exit check. Teacher returns to the success criteria using the recap and exit-question slide. Students complete the final section of the navigation techniques organiser: list three techniques, explain one, and write one sentence about why navigation was important to Māori migration. Collect responses to identify vocabulary or concepts requiring review in lesson 6.

Resources

• the Traditional Navigation Techniques slide deck
• the navigation techniques organiser
• Projector or interactive whiteboard
• Large Pacific Ocean route diagram
• Star, sun, moon, wave, wind, bird and cloud image cards
• Scenario cards describing changing ocean and weather conditions
• Role labels or lanyards
• Coloured pens and highlighters

Assessment

• Listen for accurate use of navigation vocabulary and sentence frames during pair rehearsal and group role-play.
• Check whether students connect a technique with its purpose rather than merely naming it.
• Use the completed organiser as an exit check: students should identify three techniques and explain one clearly. Note students who need support with vocabulary, pronunciation or sequencing ideas.

Differentiation

• Support learners with a word bank, labelled diagrams, pronunciation modelling and sentence frames. Allow students to point to or sequence visual cards before speaking.
• Provide dyslexia-friendly materials: uncluttered pages, sans-serif font, generous spacing, short instructions, high-contrast diagrams and the option to hear instructions read aloud.
• In mixed-ability groups, allocate purposeful roles and allow students to contribute through drawing, selecting evidence, speaking or recording.
• Extend advanced learners by requiring them to compare two techniques, explain how several signs work together, and justify which evidence is most reliable in a particular weather condition.

Extension

• Prepare a one-minute presentation on one traditional Māori navigation technique, including its Māori name, how it works, and why it was important during migration.
• Include one visual diagram and at least three relevant te reo Māori terms in the presentation.