Te Whakapakari i ngā Mahi

Overview

This is lesson 4 of 5 in the unit Understanding Maramataka Māori. Students apply their growing knowledge of lunar phases, tohu, and local Maramataka understandings to plan a community event at an appropriate time. The lesson foregrounds mātauranga Māori and should use the local iwi, hapū, or kura Maramataka where available.

Learning intentions

• WALT apply Maramataka knowledge to plan activities.
• WALT explain how lunar phases and environmental observations can influence timing.
• WALT use evidence and respectful local knowledge when making decisions.
• WALT communicate a practical event plan for a community audience.

Success criteria

• I can identify a suitable lunar phase and time for my event.
• I can explain my timing choice using Maramataka knowledge and evidence.
• I can create a detailed, realistic event plan.
• I can show respect for mātauranga Māori and local tikanga in my planning.

Curriculum links

• Te Ao Māori — mātauranga Māori, tikanga, kawa, whakapapa, ūkaipōtanga, and connections to whenua and iwi/hapū narratives.
• Marau ā-Kura — using local pūrākau, waiata, te reo ā-iwi, histories, and community aspirations where appropriate.
• Science learning — observing patterns in the natural world, using evidence to make predictions, and communicating explanations.
• Refresh implementation — Te Ao Māori is a new wāhanga ako being introduced through the refreshed curriculum; use this lesson as a localised, inquiry-based learning experience.

Lesson structure (45 minutes)

1. 0–5 min · Reconnect and hook. Open with the opening question and lunar-cycle visual: “Would every day be equally suitable for planting, fishing, gathering, learning, or holding a community event?” Students silently recall one Maramataka idea from earlier lessons, then share with a partner. Invite two or three responses and clarify that local knowledge takes priority over generalised statements.

2. 5–12 min · Model decision-making. Use the Maramataka planning model to demonstrate planning a simple event, such as a whānau planting morning. Think aloud: identify the purpose, consider the lunar phase and associated tohu, check practical conditions, and explain the decision respectfully. Emphasise that Maramataka is a knowledge system based on careful observation and intergenerational knowledge, not simply a moon-phase calendar. Students identify the evidence used in the model and suggest one question the planner should still investigate.

3. 12–17 min · Introduce the planning task. Display the event brief and success criteria and distribute the community event planning template. Explain that pairs will plan an event such as a native-planting day, night-sky observation, stream-care morning, kai-sharing event, sports gathering, or cultural workshop. Students choose an event and complete the purpose, intended participants, place, resources, safety considerations, and possible date or lunar phase.

4. 17–32 min · Collaborative planning. Circulate while pairs use the relevant class Maramataka resources and local knowledge to select their timing. Students record at least two observations or reasons supporting their choice, including a possible tohu or environmental factor, and explain why another time may be less suitable. Prompt with: “What are you noticing?”, “Whose knowledge or advice should be consulted?”, and “How will your event care for people and whenua?” Halfway through, pause for a two-minute partner check using the worksheet criteria.

5. 32–40 min · Share and improve. Use the peer-feedback prompts. Each pair gives a one-minute explanation of its event and timing. Listening students provide one “He kaha…” comment and one “Me whakaaro anō…” suggestion, focusing on evidence, feasibility, and respectful use of Maramataka knowledge. Pairs make one improvement to their plan.

6. 40–45 min · Plenary and exit reflection. Show the final reflection prompt: “How did Maramataka change or strengthen your event plan?” Students complete the final reflection on the community event planning template and hand it in. Invite volunteers to share one planning insight that can inform the organising task in lesson 5.

Resources

• the Maramataka application slide deck
• the community event planning template
• Local Maramataka calendar, class notes, or approved iwi/hapū resources
• Lunar-phase image or classroom calendar
• Pencils, coloured pens, and clipboards
• Whiteboard or shared digital planning space
• Optional local weather, tide, or environmental information
• Timer for pair presentations

Assessment

• Listen to pair explanations during planning and question whether students can connect their timing choice to a lunar phase, tohu, or observed environmental pattern.
• Check worksheets for a clear event purpose, realistic details, evidence-based timing, safety and whenua considerations, and respectful acknowledgement of local knowledge.
• Use the final reflection to assess whether students can explain how Maramataka informed a practical decision and identify a next step for lesson 5.

Differentiation

• Provide a completed model, a word bank, visual lunar-phase references, and sentence starters such as “We chose this time because…” and “Our evidence is…”. Allow students to explain ideas orally before recording them.
• Offer dyslexia-friendly copies of the worksheet: clear sans-serif font, 14-point text, generous spacing, cream or pale background, short instructions, and no unnecessary decorative text. Read instructions aloud and allow speech-to-text or scribing.
• Pair students deliberately, assign roles such as kaiwhakamahere (planner), kaituhi (recorder), and kaikōrero (speaker), and provide a partially completed template for students who need additional structure.
• For advanced learners, require comparison of two possible dates, consideration of weather or other environmental variables, and a justified recommendation about how the event could be evaluated after it occurs. They may prepare a brief plan for documenting results in lesson 5.