Tane and Light

Overview

This is Lesson 2 of 7 in “Ngā Whetu: Stars and Stories”. We will explore the pūrākau of Tāne creating light, then connect the story to simple science ideas about how light travels and how it helps us see.

Learning intentions

• WALT listen to and respond to a pūrākau about Tāne and light.
• WALT describe how light helps living things and people understand the world.
• WALT recognise that light comes from sources and travels to our eyes (in a simple, age-appropriate way).
• WALT use scientific language and everyday observations to share ideas and explain thinking.

Success criteria

• I can retell key parts of the story about Tāne creating light in my own words.
• I can explain (using words, drawings, or sentences) how light affects what we can see.
• I can identify a light source and describe what happens when light is blocked or redirected.
• I can participate respectfully in group discussion and build on others’ ideas.

Curriculum links

• Science: Developing understanding of light and how it affects seeing and everyday life.
• Science: Using evidence and observations to explain natural phenomena.
• NZ Curriculum Refresh: Sense-making through observations, discussion, and connecting ideas across learning.
• Key competencies: Thinking; Communicating; Participating and contributing.

Lesson structure (60 minutes)

1. 0–5 minutes: Welcome and mana whenua link Teacher gathers students, shares the learning goals, and frames the lesson under the kaupapa of mana whenua: stories are a way of understanding the world. Quick settling routine: “We listen, we speak kindly, we try.”

2. 5–15 minutes: Read-aloud (Tāne and creation of light) Teacher reads a short, accessible version of the pūrākau. Pause at 2–3 key moments (before/when light appears/what changes). Students track with a “Story Rhythm” picture card (e.g., dark → light → seeing).

3. 15–25 minutes: First discussion—How light changes our world In mixed-age or homeroom groups, students answer sentence starters: “When there is light…”, “I notice…”, “I wonder…”. Teacher circulates, prompting students to connect story ideas to real-life (day/night, shadows, seeing colours).

4. 25–40 minutes: Light investigation carousel (hands-on, teacher-set) Three teacher-prepped stations; groups rotate every ~5 minutes.

• Station A: Light sources—“What makes light?” Students sort items into “glows / does not glow” using torch and torch-reflectors (simple classification).
• Station B: Light travels—Use a torch to shine around a barrier; students observe what changes. Keep language simple: “Light goes in a straight line (as we notice it in the activity).”
• Station C: Shadows—Block the torch with a card to make a shadow; students draw the shadow position and compare what happens when the card moves. Teacher gives clear independence instructions and safety prompts before releasing groups.

5. 40–48 minutes: Whole-class sense-making (build the science story) Class returns to discussion circle. Teacher co-constructs a short “Tāne + Science” chart:

• Light helps us see
• Light comes from a source
• Light can be blocked and makes shadows Students contribute one idea each using “I think… because I noticed…”

6. 48–55 minutes: Reflection writing/drawing (different formats by age) Students choose a response:

• Younger learners: draw “before and after light” with one caption.
• Older learners (Y4–Y8): short explanation paragraph or labelled diagram linking story and investigation evidence. Teacher collects a small sample from each group.

7. 55–60 minutes: Exit ticket and tidy-up Students complete a quick exit: “One thing light does is…” and “One light source I can name is…”. Teacher checks understanding and prepares for Lesson 3.

Resources

• Short teacher read-aloud text about Tāne and the creation of light (age-appropriate version).
• Torch/flashlight, paper screens, small cards (for blocking), simple reflectors (optional), and sorting trays.
• Coloured paper or objects to observe visibility in station A (safe and sturdy).
• Station rotation timer (visual).
• Student response sheets or notebooks; drawing prompts; sticky notes.
• Chart paper/whiteboard; markers.
• Safety glasses not required for torches, but clear torch-handling instructions are.
• Labels for stations: “Light sources”, “Blocked light”, “Shadows”.

Assessment

• Observation during group discussion and investigation: listen for correct use of “light source”, “see”, “shadow”, and evidence-based statements.
• Reflection task: check whether students link story elements to scientific observations using simple reasoning.
• Exit ticket: confirm individual understanding of one effect of light and one light source.

Differentiation

• Support: Provide sentence starters, picture cards, and “choose-a-role” in groups (materials manager, observer, speaker, drawer). Use fewer station concepts for younger learners.
• Support (SEN): Offer a scaffolded template with prompts and a word bank (light, source, shadow, see). Allow oral responses instead of writing.
• Extension: For Y6–Y8, ask “How could we test your idea?” and “What evidence did we collect?” Encourage adding a labelled diagram showing light path/blocked light and a reasoned explanation.
• EAL: Model key phrases, use gestures (shine, block, shadow), and pair learners with a supportive peer. Allow bilingual discussion and then a single shared group sentence in English.
• Instruction style: Front-load station instructions with a quick demo; then release with clear independence steps and time warnings.

Extension (optional)

Only if you want: At home or next break, students note one everyday “light story” (sunlight, phone light, lamp) and bring back an observation to discuss next lesson.