Unit #1: Matariki Hangi

Lesson 1: Introduction to Matariki

Time: 30 minutes
Year Levels: 5–7 (students aged 9–12)
Class Size: 17 students
Curriculum Area:

• Technology – Technological Knowledge / Nature of Technology
• Level: Level 3 of the Technology learning area, aligned with the New Zealand Curriculum and responsive to Te Marautanga o Aotearoa.

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Key Focus Areas

• Understand the cultural significance and technical elements of a Matariki hāngī.
• Introduce basic food technologies through cultural context.
• Begin to explore the concept that “technological systems have a purpose and parts that work together” (Technology strand: Nature of Technology – Characteristics of Technological Outcomes).

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Learning Intentions

By the end of the lesson, students will:

• Recognise Matariki as a culturally significant event in Aotearoa New Zealand.
• Understand how Matariki connects us to the seasons, stars, whānau, and community.
• Begin to explore traditional and modern technologies associated with preparing a hāngī.
• Build on prior knowledge and connect with their own whānau celebrations.

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Success Criteria

Students can:

• Retell one reason why Matariki is important in Māori culture.
• Identify one star from the Matariki star cluster and its meaning.
• Describe why and how food is traditionally prepared during Matariki using basic technological terms.

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Resources Required

• Whetū (star) name cards with meanings (e.g., Tupuānuku – food grown in the ground).
• A3 laminated Matariki star cluster chart (for floor activity).
• Printed images of a traditional hāngī pit and a modern hāngī cooker.
• A class large sheet of paper for a shared knowledge brainstorm (K-W-L chart).
• Music: Waiata connected to Matariki (prepared to use during transition).
• Optional: star-shaped stickers or glow-in-the-dark stars for engagement.

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Prior Learning

This is the first lesson. No specific prior knowledge is assumed, but allows for students to draw on any personal or whānau experiences with Matariki / hāngī / seasonal celebrations.

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Lesson Breakdown

1. Karakia and Settle In – 3 min

Begin the lesson with a short karakia or mindfulness moment to set the tone. Invite students to sit in a circle on the floor around the laminated star chart.

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2. Engaging Hook: Te Whetū Kōrero – 5 min

Purpose: Introduce the Matariki star cluster.
Activity:
Teacher selects 3–4 whetū (stars) from the cluster and explains their roles (e.g., Waitī – freshwater food, Tupuārangi – food from the sky, e.g., birds and berries).
Students then match star name cards to meanings using clues from the teacher. This gets them moving and engaged (kinaesthetic and visual learners supported).

"Did you know that each one of these stars helps tell us what kind of food we will eat during our Matariki celebration?"

Extension: Students echo the Māori pronunciation and share if they’ve seen stars early in the morning.

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3. Mini Discussion: Community & Season Change – 7 min

Focus Questions:

• What happens in your home or community to mark the change of season?
• Why do you think it’s important to gather and share food as a whānau?

Activity:
Students pair up (using ‘elbow buddies’) and brainstorm one thought per pair.
Teacher records responses on the class K-W-L chart under "What We Know" and "What We Want to Know".
Encourage connections to celebrating Spring, dawn, whānau gatherings, or even gardening timeframes.

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4. Hands-On: Hāngī Technology Snap-Compare – 8 min

Activity:
Show two large images:

• Traditional ground hāngī pit
• Modern stainless steel gas hāngī cooker

Using a modified “Venn Diagram” on the board, guide students to compare the parts, purpose, and materials of each. Use guiding questions:

• “What materials are used in each hāngī system?”
• “What parts work together to cook the food?”
• “What has changed over time?”

Introduce the word “technology” in context. Emphasise that cooking methods are part of our technological heritage.

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5. Reflection: Star Connection Activity – 5 min

Activity:
Give students a small star sticker or card. Ask them: “Which Matariki star connects most with you today and why?”
They place their star next to that whetū on the laminated star chart (laid out on the carpet or hung up).
Students share with the class or in pairs, depending on comfort.

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6. Wrap-Up & Next Steps – 2 min

• Revisit lesson goal on the board: “Why is Matariki important and how does it relate to food and whānau?”
• Teacher explains that in the next lesson, we’ll be looking at the design and planning for our own mini hāngī experience and how we can apply technology ideas to real cultural practices.

🎶 Play 20 seconds of Matariki waiata as they transition to tidy up.

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Differentiation & Inclusion

• EAL learners: Use images, gestures and clear bilingual keywords (especially Māori terms).
• Gifted & talented: Extend with bonus whetū facts or design challenge prompts.
• Neurodiverse support: Use visuals, allow choice in sharing (verbally or with stickers), provide space for sensory breaks.
• Cultural responsiveness: Encourage ākonga to share whānau or hapū customs; affirm Māori worldviews.

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Teacher Notes

• Encourage a safe space for sharing personal connections.
• Use Mātauranga Māori as an authentic learning foundation – integrate te ao Māori naturally, not as an ‘add-on’.
• Document student ideas and keep the K-W-L chart posted for reflection throughout the unit.

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Assessment Opportunities

• Formative: Student contributions during discussions and their whetū reflection choice.
• Observational notes on oral language, engagement, and prior knowledge hints.
• Contribution to collaborative K-W-L chart can track learning progression.

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Looking Ahead:

Lesson 2 will introduce a design-thinking activity where students explore preparing food for a group using traditional principles, leading to planning a digital or physical model of a hāngī system.

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“Matariki is not just about looking up – it’s about looking around us, at the people, places, and practices that keep our community strong.”