Sky and Earth Stations

Overview

Students explore the relationship between Papatūānuku (Earth) and Ranginui (Sky Father) through a respectful, age-appropriate retelling and five practical art and science stations. In groups of ten, students rotate through short activities that encourage noticing, making, talking and caring for the natural world.

Learning intentions

• WALT listen and respond respectfully to a Māori creation narrative.
• WALT explore line, shape, colour, texture, light and shadow through art.
• WALT use simple materials and tools safely and creatively.
• WALT share ideas about how Papatūānuku and Ranginui are connected.

Success criteria

• I can talk about one idea or image from the story.
• I can explore materials in a creative way.
• I can make something that shows sky, earth, light, connection or growth.
• I can use kind words when looking at another person’s work.

Curriculum links

• The Arts — Visual Arts: students explore and develop practical knowledge of elements such as colour, line, shape, texture and space, and communicate ideas through art.
• The Arts — Visual Arts: students share and respond to artworks, describing what they notice and how the work makes them feel.
• Science — Earth and Space / The Earth and Sun: students use models and observations to explore light, shadow and the apparent movement of the Sun.
• Te Mātaiaho competencies: manaakitanga, whanaungatanga, communication, participation and contribution, and understanding how people connect with the natural world.

Lesson structure (60 minutes)

1. 0–8 min · Welcome and story. Teacher gathers students in a circle, introduces Papatūānuku and Ranginui as names used in a Māori creation narrative, and shares a brief, respectful retelling: they were held closely together, their children sought light and space, and the world became a place where life could grow. Open with the story and visual introduction slides and explain that Māori stories have different versions and are shared with care. Students listen, notice the images, and turn to a partner to name one thing they remember.

2. 8–13 min · Model the rotations. Teacher shows the five station symbols on the station instruction slides, demonstrates walking, sharing materials, stopping at the signal and leaving work ready for the next group. Give each group a starting station and explain that the teacher and support adults will circulate. Students repeat the safety expectations and move to their starting place.

3. 13–53 min · Five station rotations. Teacher runs a clear timer: each rotation is seven minutes followed by one minute to tidy and move. Students complete one task at each station; adults prompt talk with “What do you notice?” and “What could you try next?”

• Station 1: Light and shadow. Students use a torch and small natural or classroom objects to make shadows on paper. They trace or draw the shadow, then move the object or torch and observe what changes. Connect the light to the space created between Ranginui and Papatūānuku.
• Station 2: Earth texture prints. Students press leaves, bark, stones or textured classroom objects into playdough or soft clay to make marks. They compare rough, smooth, bumpy and flat surfaces, creating a small “Papatūānuku texture tile”.
• Station 3: Sky and earth painting. Students use blue, brown, green, yellow and white paint to create a shared strip of sky and earth. They add lines, dots and shapes to show light, land, plants or weather. Encourage mixing rather than copying a model.
• Station 4: Connected collage. Students tear or cut paper shapes for sky, earth, stars, plants and people, then arrange them on a large class sheet. They must add at least one visual connection, such as a beam of light, roots, rain or a pathway.
• Station 5: Growing movement drawing. Students use their bodies to show “close”, “opening”, “reaching” and “growing”. They then draw lines or shapes that show the movement from darkness to light. Offer crayons, charcoal or thick felt pens for large, confident marks.

Students record one quick drawing or dictate one observation on the five-station art and science passport as they rotate. They do not need to complete detailed writing.

4. 53–58 min · Gallery kōrero. Teacher displays the shared paintings and collage, revisits the reflection and discussion slides, and invites students to sit beside one artwork. Students use the sentence stems “I notice…” and “I wonder…” to respond to a partner’s work. Emphasise that there is no single correct way to represent the story.

5. 58–60 min · Exit reflection and tidy. Teacher asks students to show a quiet thumbs signal for the station where they noticed the most interesting change, then collects the completed station passports. Students help return materials, leave artwork flat to dry and say one caring action for Papatūānuku.

Resources

• the complete story, station and reflection slide deck
• the five-station art and science passport
• Five station signs or labels
• Torches, plain paper and pencils
• Leaves, bark, stones and other safe textured objects
• Playdough or air-dry clay
• Large paper, coloured paper, glue sticks and child-safe scissors
• Washable paint, brushes, water pots, crayons, charcoal and thick felt pens
• Timer, wipes, drying area and five adult helpers if available

Assessment

• Observe whether students handle materials safely, participate in their group and use art vocabulary such as colour, line, rough, smooth, light and shadow.
• Listen for students making connections between the narrative, their artwork and the natural world.
• Use the station passport, partner responses and final thumbs signal to identify students who can describe an observation or artistic choice.
• Photograph or retain the shared artworks as evidence of experimenting, communicating ideas and working collaboratively.

Differentiation

• Keep instructions visual and spoken; demonstrate each task before rotations and use a consistent timer and signal.
• Provide pre-cut paper, thicker tools, larger paper, adaptive scissors and a seated option for students needing fine-motor or sensory support.
• Offer sentence starters, partner talk, adult scribing and the option to draw rather than write. EAL learners may respond through gesture, home language, drawing or labelled words.
• Challenge confident students to explain how changing the torch, object, colour or texture changed their result, or to add a deliberate connection between sky and earth.
• Use natural materials respectfully: check for sharp edges, allergies and choking hazards, and remind students not to place materials in their mouths.