Case study: Ngā tohu o te maramataka – exploring lunar signs
A rōpū of ākonga from Te Ākau ki Pāpāmoa School in Tauranga inquired about the maramataka tohu (signs), focusing on how they were observed and used in the present day. Ākonga had previously explored learning about themselves and their connection to the taiao and the whenua through an integrated inquiry approach about space.
Are the tohu of the maramataka true?
Ākonga at Te Ākau ki Pāpāmoa School asked the pātai: How is the maramataka used today and are the symbols accurate? They presented their research findings at Te Tūkohu Ngāwhā | Mātauranga Māori Science and Design Fair.
Photo by Sheryl Helleur.
Ākonga began with exploring their place in space and how it affects them. The learning was taking place in the lead-up to Matariki, which naturally connected to seasonal cycles and space observations. They spent time exploring the meanings behind the names of the stars, using pūrākau to guide and lead this learning. From here, their curiosity took them to want to know more about the maramataka and how the changing Moon phases affected them.
When exploring the maramataka alongside our space learning, we also compared it with the Gregorian calendar. This helped students recognise different ways of knowing and reflect on which approaches best align with their own experiences and wellbeing.
Inquiry focus and approaches
After wānanga about their own knowledge and thoughts on the maramataka, the ākonga came to a central pātai to base their inquiry on: How is the maramataka used today and are the symbols accurate?
Ākonga investigated their use and understanding of the maramataka through wānanga, finding it was most commonly used to provide information related to tidal movements. They had some understanding about the maramataka supporting hauora and informing food-gathering practices such as hunting, fishing and gardening. At the kura, a daily pānui shared the current Moon phase and the type of energy associated with it. This became a valuable tool for the whole kura, helping individuals make sense of how they were feeling and affirming the shifts in energy they experienced. The kura is also in a coastal area so tamariki had prior knowledge about tidal movements.
The ākonga engaged with a range of sources, including videos, websites and articles, and interviewed whānau and community members. Kaiako facilitated research, with the ākonga investigating multiple sources. This was challenging as the information differed slightly from one source to another. A key strategy they developed was to identify those sources that have common themes to determine reliability. This process supported critical thinking from the rōpū and introduced the idea that mātauranga Māori can be interpreted in different ways depending on iwi mātauranga and understandings.
One perspective that proved especially valuable to the rōpū came from a fisherman who contributed to the inquiry by recording a video for the tamariki, sharing his knowledge and experiences. From him, they learned that Moon phases influenced fish behaviour. For example, during Rākaunui, the full Moon associated with high energy and brightness, fish are less likely to come close to the surface due to increased light. In contrast, darker phases such as Whiro were described as more favourable for fishing as fish come closer to the surface to feed.
Findings
Ākonga discovered that the use of the maramataka extends beyond its commonly recognised connection to tides. They identified relationships between lunar phases and energy levels and how these can influence overall hauora and the optimal timing for physical or demanding activities. These tohu were also valuable in identifying behavioural patterns in tamariki and staff at kura. They also developed a deeper understanding of how these phases can impact gathering of kai, fishing and hunting.
Through surveys, ākonga attempted to track their own energy levels across Moon phases. However, their findings did not align with predictions from the maramataka. They critically reflected on this and decided that the children’s naturally high energy, along with how the survey questions were structured, may have influenced results.
A significant learning outcome was recognising multiple perspectives. Ākonga noted that relying on only one interpretation of the maramataka could lead to misunderstandings, while exploring multiple viewpoints allowed them to make more informed and personalised connections.
Te Tūkohu Ngāwhā | Mātauranga Māori Science and Design Fair
Ākonga, kaiako and whānau share experiences presenting their projects at Te Tūkohu Ngāwhā | Mātauranga Māori Science and Design Fair – a 3-day event hosted by Te Arawa Lakes Trust.
Select here to view video transcript, kupu Māori, questions for discussion and copyright information.
Ākonga presented their inquiry to their whānau and again at Te Tūkohu Ngāwhā | Mātauranga Māori Science and Design Fair. This opportunity gave real purpose for the learning that took place and motivated further inquiry for learning beyond the classroom. Sharing their whakaaro with authentic audiences deepened their understanding and encouraged meaningful connections between mātauranga Māori, pūtaiao and their own lived experiences. Presenting their learning also fostered a sense of pride, ownership and responsibility as ākonga recognised their ideas and voices contribute to wider discussions with whānau, kura and wider community.
Te Tūkohu Ngāwhā | Mātauranga Māori Science and Design Fair gave students a clear purpose, taking them from an initial pātai into deeper inquiry, sparking new questions and empowering them to consider future actions.
This inquiry highlighted to ākonga how the maramataka remains a living knowledge system, adaptable to modern contexts. While not all findings aligned neatly with expectations, the process fostered curiosity, critical thinking and respect for mātauranga Māori and science education. Through observation, discussion and reflection, ākonga learned that building knowledge is often complex and evolving, requiring openness to different interpretations and ways of understanding the world.
Ākonga were also encouraged to question, test ideas and draw connections between environmental patterns, lived experiences and scientific investigations. Engaging with the maramataka in this way strengthened their appreciation of intergenerational knowledge and demonstrated how multiple knowledge systems can sit alongside each other and enrich learning. Most importantly, the experience supported ākonga to see themselves as capable knowledge holders and contributors able to engage confidently in both mātauranga Māori and scientific practices.
Examples of using co-existing knowledge systems
These articles show how kaiako and ākonga have used co-existing knowledge systems in their classrooms.
Teaching from multiple knowledge systems recognises and values the richness of different ways of knowing, enabling ākonga to engage with learning from cultural, scientific, historical and lived perspectives.
Learning from bicultural design describes how Simone Marsters used a serendipitous, breakthrough moment to explore a karakia waiata of an ao Māori creation narrative alongside the Big Bang theory. The activity Using dual knowledge systems – the Big Bang and Te Kore provides the simple hands-on activities Simone used to explore how the universe came into being.
Case study: Kī-o-rahi tells how ākonga from Te Ākau ki Pāpāmoa School – driven by a strong personal and cultural interest in the game kī-o-rahi – led an inquiry that integrated mātauranga Māori, historical inquiry, scientific thinking and future-focused design.
Case study: Nature to the rescue! Wetland fibres versus oil! details how ākonga from Pāpāmoa Primary School were inspired to investigate repo plants – using mātauranga Māori as a source of scientific insight.
Case study: Te hauora o Te Ara o Wairākei explores a student-led science inquiry into the health of Te Ara o Wairākei, a local kōawa. Ākonga from Pāpāmoa Primary School investigated the environmental, cultural and ecological wellbeing of the waterway through mātauranga Māori and scientific practices.
Related content
The maramataka is a traditional Māori lunar-stellar system that follows the Moon phases and stars.
Tātai arorangi, Māori astronomical knowledge, is fundamental to te ao Māori. This article about the Society of Māori Astronomy Research and Traditions (SMART) provides further knowledge and information.
Revitalising Māori astronomy features the origins of SMART, including some of the founding members and their mahi.
Students can explore te ao Māori concepts within Kiwi Kai, in the context of farming and food production with alignment to the maramataka.
Learning from the Tangata Whenua is a Connected journal article that helps students understand how scientific, cultural and local knowledge helps to find solutions to issues such as pollution.
Useful links
Rereata Makiha (Te Māhurehure, Te Aupōuri, Te Arawa) is an astronomy and maramataka expert. Learn about his mahi in this piece by RNZ and this article on E-Tangata.
Te Wānanga o Aotearoa has information about the maramataka.
Visit the Bay Science website to find out about Te Tūkohu Ngāwhā | Mātauranga Māori Science and Design Fair. It is a 3-day event for ākonga from years 0–13.