Unit #3: Tupu-a-rangi

Overview

Lesson Title: Matariki Star: Tupu-a-rangi
Duration: 45 minutes
Unit: Matariki Star Explorations (Lesson 3 of 8)
Curriculum Level: Level 2 — Science
Strand: Living World
Achievement Objective:
Students will recognise that all living things have certain requirements so they can stay alive (L2: Living World - Ecology), and will begin to group plants and animals based on observed characteristics.

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Learning Intentions

• Understand the connection between Tupu-a-rangi and the waiata (songs) of native birds.
• Research and identify key features of a native New Zealand bird.
• Create a bird fact card to share knowledge.
• Write a short poem about their chosen bird inspired by the ideas of sound, flight, and sky.
• Begin exploring biodiversity and Aotearoa’s ecological taonga (treasures).

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Success Criteria

By the end of the lesson, students will be able to:

✅ Explain the connection between Tupu-a-rangi and native birds.
✅ Identify facts about a specific native bird of Aotearoa.
✅ Create an informative and visually appealing bird fact card.
✅ Use creative language to write a short descriptive poem.
✅ Engage in a themed word search activity to reinforce learning.

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Resources Needed

• Chromebooks, tablets or access to bird reference books (NZ native birds)
• Printed Bird Fact Card templates
• Writing and colouring materials (pencils, markers, crayons)
• Printed Bird Word Search worksheet (for early finishers or follow-up homework)
• Audio clip of native birdsong soundtrack from NZ forest environments
• Printed pictures or digital display of the Matariki star cluster (with emphasis on Tupu-a-rangi)

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Te Ao Māori Integration

• Acknowledge the connection between Tupu-a-rangi and the importance of birds within te ao Māori.
• Use te reo Māori names for native birds wherever possible (e.g. tūī, kererū, ruru).
• Begin class with a short karakia recognising the ngahere (forest) and manu (birds).

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Lesson Breakdown

⏱️ 0–5 mins — Karakia and Introduction

• Begin with a karakia to honour nature and learning.
• Briefly recap the Matariki star cluster and remind students of the star Tupu-a-rangi, associated with the forest’s sounds, especially the songs of birds.
• Play 30 seconds of native birdsong to settle the class and set the scene.

Teacher Talk Tip:
“Today, we are going to learn from the manu—our bird friends that live in the forest. One star in Matariki, Tupu-a-rangi, looks after the birds and their beautiful songs. Let’s see what we can find out about a bird from Aotearoa.”

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⏱️ 5–15 mins — Group Research: Native Birds

• In small groups (3–4 students), each group selects a native bird from a pre-approved list or teacher's visual aid (e.g. tūī, kererū, pīwakawaka, ruru, kākā, takahē).
• Students conduct simple research using digital tablets or printed info sheets:
  • Habitat
  • Diet
  • Unique features
  • Fun fact
  • Māori name and pronunciation

🔍 Teacher circulates to guide and prompt questions like:
“What does your bird sound like?”
“How does it help the forest?”
“Where does it live in Aotearoa?”

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⏱️ 15–30 mins — Create Bird Fact Card

• Distribute Bird Fact Card templates (A5 size).
• Students record the information they’ve learned and draw a picture of their bird.
• Encourage the use of both English and te reo Māori if possible.

🖍️ Hints for differentiation:

• For advanced learners: Encourage extra detail like bird conservation status.
• For those needing support: Share sentence starters and a word bank.

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⏱️ 30–40 mins — Writing a Bird Poem

• Introduce the idea of a "five line" poem (cinquain format) to describe their bird:
  1. One word (title — name of bird)
  2. Two words (describing the bird)
  3. Three verbs (what the bird does)
  4. A short sentence (how it makes them feel)
  5. One word (ending — could be symbolic/final thought)

📜 Example:
Tūī
Glossy, musical
Flying, calling, swooping
Tūī sings a forest chorus
Treasure

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⏱️ 40–45 mins — Sharing and Word Search / Wrap-up

• Students share their poem with a buddy or a small group.
• Early finishers can begin the Bird Word Search which reinforces key vocabulary and facts from the session.
• End the session by reinforcing the value of manu in our environment and their connection to Matariki.

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Assessment Opportunities

• Formative: Observe participation in group research and creative tasks.
• Artifact-based: Completed Bird Fact Cards and poems to be displayed in the classroom.
• Reflective questions:
  • "Why do you think birds are important in the forest?"
  • "How do you feel when you hear manu singing?"

Teacher can assess understanding through observation and a quick reflective kōrero at the end of the session.

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Home Learning (Optional)

📝 Complete the Bird Word Search
🏞 Visit a local park or garden and listen for manu — write or draw what you hear.

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Cross-Curricular Links

• The Arts: Visual arts through drawing; oral language through poem sharing.
• Te Reo Māori: Emphasis on pronunciation and meaning of Māori bird names.
• Social Sciences: Understanding cultural significance of birds in Māori storytelling and Matariki.

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Teacher Reflection (Post-lesson)

• Which students were deeply engaged in linking the science of birds with cultural themes?
• How well did students understand Tupu-a-rangi’s role within Matariki?
• Did the poetry aspect help develop creative and expressive thinking?

Use these reflections to inform planning for Lesson 4, which could extend into bird conservation or incorporate music inspired by birdsong.

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Ka rawe te ako!

"Learning is beautiful when linked to who we are, where we are, and the skies above us."