Tāwhirimātea Atua

Context and Curriculum References

This 60-minute lesson is designed for Year 3 students in a Māori immersion kura and aligns with the Te Marautanga o Aotearoa curriculum framework. It incorporates rich Māori language and concepts with an emphasis on Māori perspectives and cultural knowledge, focusing on Tāwhirimātea, the atua (god) of weather, winds, storms, and seasonal changes in Aotearoa.

Key Curriculum References:

Learning Languages: Emphasis on acquiring te reo Māori with identity and cultural knowledge. Supports oral and narrative language skills consistent with oral traditions and story sharing.
Social Sciences: Understanding of whakapapa and atua as taonga tuku iho. Knowing Tāwhirimātea’s place in Māori worldview.
Science (Ngā Pūtaiao): Exploring natural phenomena through the lens of Māori knowledge related to weather and seasons.
Oral Language and Literacy: Developing vocabulary, narrative skills, and comprehension through culturally appropriate story forms.
Mathematics (Measurement and Time): Reference to understanding seasons, days, and time as part of natural cycles.

Learning Outcomes

WALT (We Are Learning To):

WALT identify and understand Tāwhirimātea’s role as the atua of weather, winds, storms, and seasons.
WALT use te reo Māori to describe weather conditions and seasonal changes respectfully.
WALT sequence events related to changes in weather and seasons using visual aids.
WALT engage respectfully with Māori stories and whakapapa about Tāwhirimātea.
WALT observe and describe local weather phenomena and connect these observations to Tāwhirimātea’s influence.
WALT express understanding of seasonal changes through visual arts and group storytelling.

Success Criteria

Students will know they have achieved the learning goals when they:

Can name Tāwhirimātea and tell one or two simple facts about his role in weather and seasons.
Use Māori words such as “hau” (wind), “uarā” (storm), “āhuarangi” (weather), and “wā o te tau” (seasons) in sentences.
Can sequence pictures or events showing weather changing and identify different winds or storms.
Listen and retell a short narrative about Tāwhirimātea using simple sentences or drawings.
Describe observed weather phenomena using te reo Māori vocabulary.
Create visual art pieces representing Tāwhirimātea’s influence on weather and seasonal changes.
Participate in group storytelling that connects weather observations with Māori cosmology.

Materials Needed

Illustrated storybook or pictorial sequence about Tāwhirimātea (with dyslexia-friendly fonts and clear images).
Weather symbol cards (cloud, wind, storm, sun, rain).
Large timeline or calendar with seasons marked.
Visual vocabulary cards (hau, uarā, āwhā, āhuarangi, wā o te tau).
Drawing paper, coloured pencils, and natural materials (e.g., leaves, feathers) for art integration.
Audio recording or pēpi puppet for storytelling.
Whiteboard and markers.
Weather observation chart templates.
Outdoor weather observation tools (optional: wind sock, thermometer, rain gauge).

Lesson Plan Breakdown

Introduction (10 minutes)

WALT: Understand who Tāwhirimātea is and his role in the natural world.

Begin with a karakia whakataki (opening karakia) to set the wairua.
Use pepeha/storytelling with a puppet or kōrero to introduce Tāwhirimātea simply: “Ko Tāwhirimātea te atua o te hau, ngā uarā, me ngā wā o te tau.”
Show picture/story cards of Tāwhirimātea and associated weather elements.
Ask students what kinds of weather they know, prompting key Māori vocabulary.
Introduce a simple weather observation activity to connect Tāwhirimātea with the students’ immediate environment (e.g., “What is the hau like today?”).

Success Criteria: Students engage respectfully and can recall basic facts about Tāwhirimātea and begin to observe weather phenomena.

Guided Activity: Vocabulary, Storytelling, and Weather Observation (20 minutes)

WALT: Use te reo Māori weather and season words connected to Tāwhirimātea and observe local weather.

Introduce weather vocabulary with visual cards. Say each word clearly and have students repeat chorally. Use dyslexia-friendly fonts and clear images.
Tell a short story or pūrākau about Tāwhirimātea generating winds and storms to protect his family. Use expressive voice and visuals for engagement.
Use a timeline with seasons to explain how Tāwhirimātea’s winds change through the year.
Take students outside (or look through windows) to observe current weather conditions. Record observations on a weather chart using te reo Māori labels.
Discuss how the observed weather might relate to Tāwhirimātea’s influence and seasonal changes.

Success Criteria: Students repeat vocabulary, understand basic weather concepts, follow the story using visuals, and connect observations to Tāwhirimātea.

Hands-on Activity: Sequencing, Illustration, and Group Storytelling (20 minutes)

WALT: Sequence events related to weather caused by Tāwhirimātea, depict these visually, and collaboratively tell stories.

Provide printed picture cards showing different weather types and seasons or encourage drawing their own using natural materials.
In small groups or pairs, students arrange the cards or share their drawings in order: calm day, wind blowing, storm, gale, then calm again.
Each group creates a short oral story connecting their sequence to Tāwhirimātea’s actions, using te reo Māori vocabulary learned.
Groups present their stories and artwork to the class, fostering oral language and confidence.
Discuss why the weather changes and how this relates to seasons—e.g., “Ngā hau nui o Tāwhirimātea i te hinga o te ngahuru.”

Success Criteria: Students correctly sequence events, use te reo Māori vocabulary during explanations, and participate in group storytelling and art creation.

Reflection and Extension (10 minutes)

WALT: Reflect on Tāwhirimātea’s influence and extend understanding by connecting to the environment and Māori cosmology.

Lead a whole-class discussion: “Kei hea koe e kite ai i ngā uarā me te hau?” (“Where do you see wind and storms?”) and “Me pēhea e pā ana tēnei ki a Tāwhirimātea?”
Extension activity for advanced learners: Create a simple weather tracking chart to monitor types of wind or storms over a week, using weather symbols and te reo Māori labels. Encourage research on other atua linked to natural phenomena (e.g., Tāne for forests, Rongo for food) and share findings.
For diverse learners, provide sentence stems and visual cues for describing weather (e.g., “Ko te hau i te _____.”).
Dyslexia-friendly reading option: students can use audio recordings of the story to listen and follow text at their own pace.

Success Criteria: Students share ideas about weather and seasons, use vocabulary in context, and apply knowledge in charting or description.

Conclusion and Karakia (5 minutes)

WALT: Summarise learning and acknowledge Tāwhirimātea’s place in Māori worldview.

Recap vocabulary and story highlights as a class.
Share favourite new words or ideas from the lesson.
Close with a karakia or waiata about the wind or seasons, instilling respect for Tāwhirimātea.

Differentiation Strategies

Use multimodal teaching: visuals, oral language, tactile activities, storytelling, and outdoor observation to reach diverse learners.
Provide audio support of vocabulary and story for students with reading difficulties, including dyslexia-friendly fonts and spacing.
Use sentence starters, word banks, and visual cues for students needing language scaffolding.
Small group support or peer buddies for English language learners or students requiring extra guidance.
Incorporate natural materials in art activities to engage sensory learners.
Challenge advanced learners with weather monitoring charts, additional research about other atua linked to natural phenomena, and deeper exploration of Māori cosmology and environmental science.
Adapt pacing and provide alternative ways to participate (drawing, oral storytelling, movement) for students with diverse needs.

Summary

This lesson plan ensures alignment with Te Marautanga o Aotearoa learning areas of language, social sciences, and science within a rich Māori context. It promotes oral language development and cultural identity through te reo Māori and pūrākau, fostering understanding of Tāwhirimātea as a taonga tuku iho. Activities are age-appropriate for Year 3, integrate inclusive and differentiated strategies, and encourage curiosity and connection to the environment and Māori worldviews through hands-on, observational, and creative learning experiences.

Ka tū kaha, ka tū toa mō te reo me ō tātou pūrākau tuku iho!

Teaching Instructions