🌟 Karakia & Cultural Opening — He Karakia Whakatūwhera
Karakia Tīmatanga (3 minutes)
"Ko Matariki te tohu o te tau hou
Ko te kōrero tuku iho o ō tātou tūpuna
Ko tā rātou mōhiotanga, ko tā tātou mātauranga
Tūturu whakamaua kia tīna — tīna!
Hui e! Tāiki e!"
Matariki is the sign of the new year — the knowledge passed down from our tūpuna is our mātauranga. Let it be firmly established.
Framing the Lesson (3 minutes)
Modern climate science has been measuring and recording environmental change for roughly 150 years. Māori have been doing it for over 700 years in Aotearoa — and for thousands of years as navigators and environmental observers across the Pacific. Today we explore what that deep time knowledge tells us, and why it matters for climate response.
"He aha te mea nui o te ao? He tangata, he tangata, he tangata." — What is the greatest thing in the world? It is people, it is people, it is people. The knowledge that sustains people across time is precious.
🎯 Ngā Whāinga Ako — Learning Objectives
By the end of this lesson, ākonga will be able to:
- Explain the concept of maramataka as a Māori environmental observation system
- Identify traditional ecological indicators used by Māori to monitor environmental change
- Describe specific examples of climate knowledge held by different iwi across Aotearoa
- Compare Māori environmental observation methods with Western scientific monitoring approaches
- Evaluate the potential contribution of mātauranga Māori to contemporary climate science and policy
Success Criteria — Ākonga will demonstrate:
- ✓ Clear explanation of maramataka with at least two examples of its environmental applications
- ✓ Research notes on one iwi's specific traditional climate knowledge
- ✓ A comparison chart showing convergences and differences between mātauranga Māori and Western climate science
- ✓ Thoughtful engagement with the question of knowledge sovereignty
🌙 Maramataka — The Māori Lunar Calendar & Environmental System
What is Maramataka? | He aha te maramataka?
Maramataka literally translates as "the turning of the moon" — but it is far more than a lunar calendar. It is a comprehensive environmental observation system developed by Māori over centuries that integrates:
Astronomical Observations
- Rising and setting of Matariki (Pleiades star cluster) marking the Māori new year in mid-winter
- Moon phases and their relationship to planting, fishing, and harvesting
- Star positions as seasonal navigation markers
Ecological Observations
- Plant flowering and fruiting cycles as seasonal guides
- Bird migration and breeding behaviour
- Ocean and freshwater temperature indicators
- Wind patterns and storm signs
Maramataka as a Climate Change Sensor
Māori elders and kaitiaki across Aotearoa have been documenting changes to the maramataka for decades. These include:
- Matariki rising earlier — some tohunga (experts) in astronomical observation note that the star cluster is rising with slightly different patterns than what was recorded by tūpuna
- Flowering times shifting — kōwhai, pōhutukawa, and other indicator plants are flowering earlier in some regions, disrupting traditional timing guides for planting and fishing
- Kererū (NZ pigeon) behaviour — changing fruit availability due to warmer temperatures affects when kererū move between habitats
- Ocean temperature changes — toheroa, pāua, and kina (sea egg) populations shifting as ocean temperatures rise in traditional mahinga kai areas
- Rainfall pattern disruption — the maramataka embeds accumulated knowledge of seasonal rainfall; disruption to these patterns signals environmental stress
Activity 1: Traditional Ecological Indicators (20 minutes)
Ngā Tohu Taiao — Signs of the Natural World
20 minutes | Teacher-led exploration and small group discussionTraditional Māori environmental observation identifies specific plants, animals, and natural phenomena as tohu (signs or indicators) of environmental conditions and seasonal change. Examine these examples, then discuss how climate change is disrupting these tohu.
🌸 Plant Indicators
- Kōwhai flowering — signals spring arrival and time for planting kūmara
- Pōhutukawa blooming — traditionally marks midsummer and guides coastal food gathering
- Rengarenga lily — coastal plant whose health reflects ocean health
- Harakeke (flax) growth — indicates soil moisture and seasonal patterns
Climate disruption: Earlier flowering by 1–3 weeks observed in some regions
🦅 Bird & Animal Indicators
- Kōkako calling — territorial calls indicate forest health and fruit abundance
- Kererū (tūī) movement — follows fruit availability; disrupted by changing tree phenology
- Kārearea (NZ falcon) — breeding cycles tied to prey availability
- Kahawai schools — ocean surface behaviour indicating water temperature and current changes
Climate disruption: Migration and breeding timing shifts observed by kaitiaki
🌊 Ocean & Water Indicators
- Pāua (abalone) health — reflects ocean temperature and kelp health
- Kina (sea urchin) — abundance and distribution tracks ocean temperature
- Toheroa — West Coast shellfish whose populations reflect beach and surf conditions
- Tuna (eel) migration — freshwater health and rainfall pattern indicators
Climate disruption: Marine heatwaves affecting populations significantly
Group Discussion Questions:
- What advantages does observation-based knowledge accumulated over 700+ years have over data collected by scientific instruments over 150 years?
- How might elders who have spent their lives observing a specific place notice climate change in ways that remote sensing satellites cannot?
- What are the limitations of traditional ecological indicators? What might they miss that instruments capture?
- Why might it be important to fund research that integrates mātauranga Māori alongside Western climate science?
Activity 2: Iwi Climate Knowledge Research (25 minutes)
Ngā Mōhiotanga o ngā Iwi — Iwi Environmental Knowledge
25 minutes | Research and presentation preparationDifferent iwi across Aotearoa hold specific environmental knowledge adapted to their rohe (territory) and environment. In groups, research one of the following iwi's relationship with climate knowledge and ecological observation. Be prepared to share with the class.
Ngāi Tahu — Te Waka o Aoraki
Ngāi Tahu are the principal iwi of the South Island / Te Waka o Māui. Their rohe encompasses diverse environments from high alpine to coastal. Their climate knowledge includes:
- Detailed observation of Kā Tiritiri o te Moana (Southern Alps) snowpack as a seasonal freshwater indicator
- Mahinga kai practices around braided river systems (Waimakariri, Rakaia, Waitaki) sensitive to rainfall and glacier melt
- Hauroko and Te Whanganui Lake systems as environmental health barometers
- Sea ice and southern ocean signs historically observed by whalers and navigators
- Research Ngāi Tahu's Papatipu Rūnanga and their climate adaptation work
Ngāpuhi — Te Tai Tokerau
Ngāpuhi are the largest iwi in Aotearoa, with their rohe in the far north / Te Tai Tokerau. Their environmental knowledge includes:
- Coastal environment observation — Hokianga Harbour, Bay of Islands, Mangakāhia Valley
- Kauri forest ecology knowledge and its relationship to seasonal rainfall
- Northern climate indicators: subtropical plant species as temperature markers
- Wāhi tapu (sacred places) that mark significant ecological boundaries
- Research Ngāpuhi's Taitokerau Regional Council submissions on climate adaptation
Te Arawa — Rotorua & Freshwater Systems
Te Arawa iwi are deeply connected to the freshwater lakes, geothermal systems, and forest environments of the central North Island. Their knowledge includes:
- Detailed observation of Lake Rotorua's ecological health (algal blooms as stress indicators)
- Tuna (eel) migration patterns through the Waikato and Waipa river systems
- Geothermal landscape changes and their relationship to groundwater
- Forest health indicators in Whirinaki and Kaingaroa forests
- Research Te Arawa's work with Bay of Plenty Regional Council on freshwater management
Tūhoe — Te Urewera
Tūhoe are "Ngāi Tūhoe, ngā uri o Tāne" — children of the forest. Their rohe is Te Urewera, one of Aotearoa's largest remaining native forests. Their knowledge includes:
- Deep forest ecological knowledge — birdlife, plant phenology, water cycles
- Wairoa River system as a climate health barometer
- The concept of te kawa o Te Urewera — the way of the forest as a living system
- Te Urewera Act 2014 — first law in the world to grant a natural environment legal personhood
- Research Tūhoe's Climate Adaptation Plan — a leading indigenous example globally
Research Task — He Mahi Rangahau:
For your chosen iwi, find and record:
- The rohe (territory) of the iwi and its main ecosystems
- At least two examples of traditional environmental knowledge specific to this rohe
- One example of how this iwi is responding to or documenting climate change today
- A whakataukī (proverb) from this iwi related to the environment or climate
Recommended starting point: The iwi's official website, Te Ara (New Zealand Encyclopedia), NIWA's Mātauranga Māori resources, and Tāhūrangi curriculum hub.
Activity 3: Mātauranga Māori vs Western Science Comparison (15 minutes)
He Whakaaro Ōrite, He Whakaaro Rerekē — Similarities and Differences
15 minutes | Individual or pair workBoth mātauranga Māori and Western climate science are ways of knowing the environment. They use different methods but are not necessarily in conflict — in fact, the most effective climate adaptation will draw on both. Complete this comparison chart:
| Aspect | Mātauranga Māori | Western Climate Science |
|---|---|---|
| Time depth | 700+ years in Aotearoa; thousands of years in Pacific | ~150 years of systematic measurement |
| Method | Direct observation; oral tradition; passed through generations | Instruments, satellites, computer models, peer-reviewed data |
| Scale | Local and regional — highly specific to place and rohe | Global and regional — excellent at large-scale patterns |
| Relationship to environment | Whakapapa — humans are part of the natural world, not separate | Often positions humans as observers separate from environment |
| Values embedded | Kaitiakitanga, mauri, tikanga — ethical obligations are built in | Aims for value-neutral observation; ethics applied separately |
| Strengths | Long baseline data; local precision; integrates human wellbeing; actionable | Global consistency; predictive modelling; measurable; replicable |
| What it uniquely contributes to climate response | Students complete | Students complete |
Key Discussion Question:
"Should mātauranga Māori have equal standing with Western science in New Zealand's climate policy decisions? Why or why not? What would this look like in practice?"
Note: This is a genuine debate happening in Aotearoa. The Royal Society Te Apārangi released a statement in 2021 affirming mātauranga Māori as a valid and distinct knowledge system alongside Western science.
🌿 Ngā Whakataukī o te Taiao — Proverbs of the Natural World
"Ko Matariki te tohu o te tau hou."
Matariki is the sign of the new year. — The Pleiades star cluster signals seasonal renewal and reflection. Today, changes to when Matariki rises are being observed by tohunga kōkōrangi (astronomical experts) as possible climate indicators.
"Tūturu whakamaua kia tīna."
Be firmly established, be fixed. — A call to anchor knowledge and commitment firmly. In the context of climate change, our responses must be deep-rooted, not superficial.
"He puna kōrero tōku tipuna."
My ancestor is a spring of knowledge. — The accumulated environmental knowledge of tūpuna is a living spring — still relevant and vital today.
"Kia whakatōmuri te haere whakamua."
Walk backwards into the future. — Māori understanding of time: the past (which we can see) guides us forward into the unknown future. Traditional knowledge illuminates our path.
Whakamutunga — Reflection & Closure (5 minutes)
Exit Ticket — He Tikaka Whakaaro
Students complete in their notebooks:
Three Things:
- "Three things I learned today about mātauranga Māori and climate..."
- "Two questions I still have..."
- "One way mātauranga Māori and Western science could work together is..."
Preview of Lesson 4:
"Next lesson we look at youth climate activism — real young people in Aotearoa and the Pacific who are already taking action. We'll examine what tactics work, and start planning our own climate campaign."
🏠 Mahi Kāinga — Homework Options
Option 1: Kaumātua or Elder Interview (30+ minutes)
Interview an older whānau member or community elder about environmental changes they have observed in their lifetime. Ask: What has changed about the weather, the seasons, the birds, the ocean, or the land? What traditional knowledge guides their understanding of these changes? Record and summarise what they share — this is primary research.
Option 2: Maramataka Research (20 minutes)
Research the maramataka specific to your region or the iwi of your local area. The Matariki Commission and regional iwi websites are excellent starting points. Create a one-page summary of what the maramataka reveals about seasonal environmental patterns in your rohe.
Option 3: Personal Nature Journal (ongoing)
Begin a nature observation journal. For one week, record daily observations of your local environment: temperature feel, bird activity, plant changes, cloud patterns, wind, rainfall. At the end of the week, reflect: what patterns do you notice? What changes? This is the beginning of your own ecological knowledge.
Kaiako Planning Snapshot
Science / Social Studies — Antarctica & Climate Change — Years 9–10
Curriculum alignment: Te Mataiaho | Science — Nature of Science; Social Studies — Place and Environment (Years 9–10). Achievement Objective: Students compare knowledge systems as ways of understanding environmental change.
Ngā Whāinga Akoranga — Learning Intentions
- Explain the relationship between climate change, ice melt, and sea-level rise using both Western science and mātauranga Māori
- Analyse iwi environmental indicators as valid knowledge systems alongside scientific data
- Evaluate kaitiakitanga-based responses to climate threats in Aotearoa and globally
Differentiation & Proximinal Guidance
Extension: research a specific iwi climate adaptation project and present findings. Scaffold: sentence starters for comparison tasks and graphic organiser. On-level: structured inquiry with resource pack. Entry: key vocabulary card with visual anchors.
Inclusion & Accessibility
ESOL/ELL: pre-teach key climate vocabulary with visual supports and glossary. Neurodiverse learners: chunk activities into timed segments with visual timer. Accessibility: all video content includes captions; printed materials in accessible font size.