Star Cluster Learning

Overview

In this 15-minute Art lesson, students will view and discuss Matariki in the morning sky, focusing on its position near Te Kāhui o Mahutonga (Southern Cross). They will then create a simple “Matariki in the dawn” drawing using colour to show seasonal change.

Learning intentions

• WALT identify Matariki as a star cluster and describe when it can be seen in the haeata (dawn) in winter.

• WALT recognise that Māori navigators used Matariki to guide journeys.

• WALT use drawing and colour to represent the relative position of Matariki next to Te Kāhui o Mahutonga.

• WALT follow Art processes to make and share an artwork.

Success criteria

• I can say Matariki is a group of stars (not one star).

• I can point out Te Kāhui o Mahutonga on the star chart and describe where Matariki sits.

• I can use a careful drawing plan to place Matariki beside Te Kāhui o Mahutonga.

• I can explain my artwork using one science and one Art idea (e.g., “dawn colours” and “star cluster position”).

Curriculum links

• Art: Creating and making images involves using skills and processes to explore ideas through drawing and colour.

• Art: Students develop their ability to observe and represent ideas, explaining choices about what they included.

• Earth and Space / Matariki: Matariki is a star cluster that becomes visible in the eastern morning sky during mid-winter in New Zealand.

• Earth and Space / Matariki: Māori navigators used Matariki to help guide their journeys.

• Earth and Space / Matariki: Recognising and predicting the positioning of major constellations in the night sky (including Southern Cross and Matariki’s relative position).

Lesson structure (15 minutes)

• 0–2 min · Welcome and purpose. Teacher shows the printed star chart and says: “Today we will make an Art picture of Matariki in the haeata.” Students sit ready with pencils, ready to listen and look.

• 2–8 min · Teacher modelling (star chart). Teacher uses a large chart (or slide) and explains: “Matariki is a star cluster, not one star. It rises in the haeata in winter. Māori navigators used Matariki to help guide their journeys.” Teacher points out: Te Kāhui o Mahutonga first, then where Matariki sits in relation to it. Students point to the same places on their own mini copies (or finger in the air) and repeat key phrases.

• 8–11 min · Shared planning. Teacher draws a quick example on the board: a light-coloured “dawn” sky, then two zones: one for Te Kāhui o Mahutonga and one for Matariki beside it (small cluster dots). Teacher models one colour choice for dawn and one for stars, reminding: “Place Matariki next to Te Kāhui o Mahutonga.” Students choose their colours and lightly sketch the two star areas.

• 11–14 min · Create your artwork. Teacher circulates, offering prompts like: “Is your Matariki a cluster? Is it beside Te Kāhui o Mahutonga?” Students complete their drawing using dots/stars and colour for the dawn (e.g., pale orange/blue shades).

• 14–15 min · Quick share and reflect. Teacher asks two students to show their work (or chooses as time allows): “Tell me one thing about where Matariki is, and one thing about your colours.” Students give a short sharing sentence using a sentence starter.

Resources

• Teacher Modelling (5–7 minutes)

  Use a large printed star chart or slide.

  Explain:

  • Matariki is a star cluster, not one star.

  • It rises in the haeata (dawn) in winter.

  • Māori navigators used Matariki to help guide their journeys.

  Point out:

  • The Southern Cross (Te Kāhui o Mahutonga)

  • Where Matariki sits in relation to it

• Mini star chart copies (one per student) or board reference

• A4 or A3 paper (dawn sky background optional)

• Pencils and rubbers

• Coloured pencils or felt pens (light dawn colours and bright star colours)

• Teacher example drawing (visible to whole class)

• Sentence starters on board: “Matariki is…”, “It sits beside…”, “I used colours because…”

Assessment

• Teacher checks during modelling: students can correctly point to Matariki as a cluster and to Te Kāhui o Mahutonga.

• During creation: teacher observes whether students place Matariki beside Te Kāhui o Mahutonga (relative positioning) and whether they use a cluster of star marks.

• Exit observation: collect 2–3 verbal responses using the sentence starters; note who needs more support.

Differentiation

• Support (English learners): provide picture prompts and sentence starters; allow pointing instead of speaking if needed; use sentence frames like “Matariki is a cluster of stars.”

• Support (fine-motor): offer dot stickers or pre-drawn star circles to fill in with colour for younger/less confident writers and artists.

• Extension: invite students to add an extra detail (e.g., “winter dawn” colour scheme) and share one extra sentence about navigation (“used to guide journeys”).

• SEN: reduce required drawing detail (e.g., fixed star locations with only colour and dot clusters to complete).

Values

Respect and cultural understanding through recognising Matariki and acknowledging Māori knowledge and how it helped guide journeys.