Introduction to Science
Science is both a collection of knowledge and the process for building that knowledge. Science asks questions about the natural world and looks for natural explanations. Science works only with testable ideas and uses observations to make conclusions.
Just to Keep you safe- remember to:
Seeing the Lights!
WHAT IS A PERISCOPE?
- A PERISCOPE IS AN OPTICAL DEVICE TO OBSERVE OBJECTS, PEOPLE, OR SCENES FROM A CONCEALED OR SUBMERGED POSITION.
- IT TYPICALLY CONSISTS OF A LONG TUBE WITH MIRRORS OR PRISMS INSIDE THAT REDIRECT THE LIGHT, ALLOWING THE VIEWER TO SEE WHAT IS HAPPENING ABOVE THE SURFACE OR AROUND OBSTACLES.
- PERISCOPES ARE COMMONLY USED ON SUBMARINES TO ENABLE CREW MEMBERS TO VIEW THE SURROUNDINGS WITHOUT REVEALING THEIR LOCATION.
Hoea te Waka, piki te mātau NGĀ TINI O TE WAITAI: PLANKTON
Kia hā ngā meroiti, kia kaingā hoki! Plankton to breathe and to feed!
Although it is hard to see, plankton is the most plentiful and important part of our ocean. Plankton are important food for larger animals. Phytoplankton is a “primary producer” - finy plants that use the sun for energy. It is called photosynthesis. These in turn provide food for zooplankton, which in turn provide food for larger fish and mammals.It forms the basis of the food chain, and produces 50% of the world’s oxygen!
Pātai – Questions to discuss with your group:
• How could climate change effect plankton? have a quick search, or ask a scientist, think about warmth, breeding, shells, larvae.
• What if something caused the plankton numbers to significantly decrease? What would cause this to happen?
• There are heaps of animals that feed on plankton (and bigger ones at that) how much plankton does the ocean need?
• Where do humans fit into the foodweb?
How can we learn more abourt the diversity of life in the sea? One way to discover the diversity of life in the sea is to use a light trap. Many organisms are attracted towards a light source at night and both planktonic and mobile benthic species can be captured in this way. Some are more active at night to avoid fish predation.
Pātai – Questions to discuss with your group: • What animals are attracted to light? • Does time of day/night affect the number and type of species caught? • Does depth affect the number and type of species caught? • Does location affect the number and type of species caught? • What would happen if you used the light trap at different times of the year? • Do we catch the same species in a trap without a glow stick? • What differences might you see if you used a different coloured light stick? How might knowing about different types of plankton be important to science? How does this mahi show kaitiakitanga? |
The Plant Challenge: is about creating smart, sustainable ways to grow our food.
NGĀTI APA KI TE RĀ TŌ
Ngāti Apa’s relationship with its whenua and wai is integral to its identity as a people. The Wamea River is a symbol for Ngāti Apa people of the intense nature of their relationship to their environment, the mauri or life force that is contained in all parts of the natural environment and that binds the spiritual and physical world.
Ngāti Apa tupuna had considerable knowledge of places for gathering kai and other taonga, and ways in which to use the resources of the awa and tikanga in a proper and sustainable way. Ngāti Apa valued Te Waimea as an important source of mahinga kai. Its pure water was abundant in fish such as mako and patiki in the estuarine waters at the mouth of the river, as well as kokopu, inanga, kahawai, kekewai and koura, and a rich source of birds such as kaka, kereru and koko (bellbird). The river environs were also a good source of flax, and clay used in the process of drying the flax came from the river near the inland foothills of the ranges.
The Waimea River also formed a water source for the renowned Waimea gardens, located at the mouth of the Waimea River adjacent to a pā and kainga complex. Smaller ’satellite’ pā were located elsewhere on the banks of the river and at the junction of the Wairoa and Wai-iti rivers. This was a site of great significance to Ngāti Apa and the other Kurahaupō iwi. Around 1,000 acres of cultivation located near the river mouth represent generations of sustained effort by the tupuna. The cultivation land was built up with ash (to provide potash and lime), gravel and fine sand and silt to raise soil temperatures. This is sometimes referred to as “Maori soil”. It was highly suitable for kumara production. The modified soil remains darker and more productive than surrounding soil to this day. Huge pits nearby reveal the source of gravel. The extent of these gardens and the effort involved in creating them indicates that the area was once occupied by a substantial population.
Early chiefs of this place were Te Hapuku and Te Pipiha. The latter was killed here during the northern invasions. Other tupuna associated with Waimea were Titiko and Whakatapihi. After the northern invasions many tupuna from the pā moved to another pā in what later became known as Budges Bush, in the Wairoa River Valley on the north slope of Mount Heslington.
Ngāti Apa were among those who continued to cultivate and occupy the land until at least the mid 1840s, when produce grown in the extensive gardens was traded with the Nelson settlers at a market in the town at Matangi Awhio. Waimea was a residence of the tupuna Meihana Kereopa at this time.
What questions emerge?
Which of these questions lead to an investigation?
Ngāti Apa’s relationship with its whenua and wai is integral to its identity as a people. The Wamea River is a symbol for Ngāti Apa people of the intense nature of their relationship to their environment, the mauri or life force that is contained in all parts of the natural environment and that binds the spiritual and physical world.
Ngāti Apa tupuna had considerable knowledge of places for gathering kai and other taonga, and ways in which to use the resources of the awa and tikanga in a proper and sustainable way. Ngāti Apa valued Te Waimea as an important source of mahinga kai. Its pure water was abundant in fish such as mako and patiki in the estuarine waters at the mouth of the river, as well as kokopu, inanga, kahawai, kekewai and koura, and a rich source of birds such as kaka, kereru and koko (bellbird). The river environs were also a good source of flax, and clay used in the process of drying the flax came from the river near the inland foothills of the ranges.
The Waimea River also formed a water source for the renowned Waimea gardens, located at the mouth of the Waimea River adjacent to a pā and kainga complex. Smaller ’satellite’ pā were located elsewhere on the banks of the river and at the junction of the Wairoa and Wai-iti rivers. This was a site of great significance to Ngāti Apa and the other Kurahaupō iwi. Around 1,000 acres of cultivation located near the river mouth represent generations of sustained effort by the tupuna. The cultivation land was built up with ash (to provide potash and lime), gravel and fine sand and silt to raise soil temperatures. This is sometimes referred to as “Maori soil”. It was highly suitable for kumara production. The modified soil remains darker and more productive than surrounding soil to this day. Huge pits nearby reveal the source of gravel. The extent of these gardens and the effort involved in creating them indicates that the area was once occupied by a substantial population.
Early chiefs of this place were Te Hapuku and Te Pipiha. The latter was killed here during the northern invasions. Other tupuna associated with Waimea were Titiko and Whakatapihi. After the northern invasions many tupuna from the pā moved to another pā in what later became known as Budges Bush, in the Wairoa River Valley on the north slope of Mount Heslington.
Ngāti Apa were among those who continued to cultivate and occupy the land until at least the mid 1840s, when produce grown in the extensive gardens was traded with the Nelson settlers at a market in the town at Matangi Awhio. Waimea was a residence of the tupuna Meihana Kereopa at this time.
What questions emerge?
Which of these questions lead to an investigation?
FOOD SECURITY- local/national/global
If we look back at the history of Whākatu we can chart the guardianship, ownership and use of land and waterways we will see a rich history of food cultivation and production.
I wonder what this local area looked like 70 or 170 years ago. How have the people looked after the land, and the land looked after the people? What might it look like in another 70 or 170 years?
I wonder what this local area looked like 70 or 170 years ago. How have the people looked after the land, and the land looked after the people? What might it look like in another 70 or 170 years?
Module 1: I wonder what a farm of the future looks like?
From farms in space to greenhouses in carparks, smart growers across the world are reimagining how we grow food and feed our communities in ways that are friendlier for the planet- Innovation is taking place. to anticipate and overcome challenges ahead of us! WHAT IS OUR BIGGEST CHALLENGE TO OVER COME WHEN THINKING ABOUT FOOD PRODUCTION NOW AND INTO THE FUTURE?
You are our future- You’ll need to develop and use some special skills to tackle this challenge such as observation, teamwork, creativity, problem solving and communication. These are all skills that scientists, engineers and mathematicians use to solve problems and turn ideas into reality. Let's do this!
Environmental exploration
Soon you’ll be growing your own sustainable microgreen crop in the classroom! Before you start you need to think about:
Soon you’ll be growing your own sustainable microgreen crop in the classroom! Before you start you need to think about:
- What do plants need to grow?
- How does the environment affect growth?
- How can I create and measure the best environmental conditions for plant growth?
**Let's explore a seed just germinated with hand lenses/microscopes- SEED DISSECTION ACTIVITY
Module 2: Let's Grow
Magnificent microgreens
**Let’s grow some microgreens ACTIVTY- TRIAL 1.
Microgreens are the early shoots of vegetable and herb plants. They have a strong flavour and contain loads of concentrated nutrients. Microgreens are picked at a certain point in time when they are nutritious and delicious. With the right conditions, they are ready to be picked and eaten as early as 7–14 days after planting the seeds. Did you know some microgreens have up to 100x the nutrients of full-grown plants!
The signs of a successful microgreen crop are:
**Monitor your microgreens
To make sure your microgreens thrive, you need to monitor their growth and growing conditions every school day and collect data.
**Let’s grow some microgreens ACTIVTY- TRIAL 1.
Microgreens are the early shoots of vegetable and herb plants. They have a strong flavour and contain loads of concentrated nutrients. Microgreens are picked at a certain point in time when they are nutritious and delicious. With the right conditions, they are ready to be picked and eaten as early as 7–14 days after planting the seeds. Did you know some microgreens have up to 100x the nutrients of full-grown plants!
The signs of a successful microgreen crop are:
- 3–7cm in height
- Even growth pattern
- Sprout quickly. This should be within 3–5 days depending on the seed you choose
- Vibrant in colour
- Growing straight upwards and not falling over
**Monitor your microgreens
To make sure your microgreens thrive, you need to monitor their growth and growing conditions every school day and collect data.
Use your sensors
We’ve given you some special sensor technology to help with your microgreen trials. Use these sensors to monitor the environmental conditions that affect your plant’s growth. By using your sensors to check these conditions you can engineer an environment where your microgreens will thrive!
These sensors measure:
These sensors measure:
- Temperature (how hot your growing environment is)
- Light (the amount of sunshine your greens get)
- Humidity (the level of water vapor in the air)
- Conductivity (whether or not your growing environment contains nutrients)
** Let's test our sensors- ENVIRONMENTAL MONITORING ACTIVITY
Module 3: BUILD A GROW HOUSE
Time to move in your seedlings have now been germinating for around 3 – 7 days so let’s let the light in and transfer into your new grow house. Your rōpū is going to build a grow house for your first trial to help your microgreens thrive.
**Make some observations before and after you add your grow house – did your leaves change colour? Are the stems standing straighter? How quickly did your plants change?
We know that plants need light, water, and nutrients to grow. But achieving the perfect balance of these things will help them flourish. To help you grow the ultimate crop and adapt your growing environment, we’ll follow a problem-solving process that engineers use to solve problems in a creative way.
It also means you can garden in any weather, conserve energy sources (like water), your crops are protected from pests, and they don’t get blasted with bad weather.
**Make some observations before and after you add your grow house – did your leaves change colour? Are the stems standing straighter? How quickly did your plants change?
We know that plants need light, water, and nutrients to grow. But achieving the perfect balance of these things will help them flourish. To help you grow the ultimate crop and adapt your growing environment, we’ll follow a problem-solving process that engineers use to solve problems in a creative way.
It also means you can garden in any weather, conserve energy sources (like water), your crops are protected from pests, and they don’t get blasted with bad weather.
INNOVATE, DESIGN AND BUILD a EMERGENCY SHELTER FARM to feed your whānau:
What is our challenge?
Now you’ve seen you can grow microgreens whatever the weather. In the case of an emergency we might have to live in an environment that was inhospitable but we would need to maintaining good health through the foods we could grow in this new environment. We would need to be able to use only what we could find around us to build a microgreen fam in our emergency shelter. We would also have to ensure nutritious plants had speedy and consistent growth, so you’ll need to create a controlled environment. What you build will need to provide protection, light and a constant temperature for growing plants.
You will need to present your final E-farm ( OR WHAT EVER YOU NAME YOUR INNOVATION) to the Nelson City Council.
Now you’ve seen you can grow microgreens whatever the weather. In the case of an emergency we might have to live in an environment that was inhospitable but we would need to maintaining good health through the foods we could grow in this new environment. We would need to be able to use only what we could find around us to build a microgreen fam in our emergency shelter. We would also have to ensure nutritious plants had speedy and consistent growth, so you’ll need to create a controlled environment. What you build will need to provide protection, light and a constant temperature for growing plants.
You will need to present your final E-farm ( OR WHAT EVER YOU NAME YOUR INNOVATION) to the Nelson City Council.
Electric Future / Anamata Hiko
Our success criteria looks like this:
Construct and draw diagrams of simple circuits using the correct symbols.
Explain how series and parallel circuits work and how they affect the brightness of light bulbs.
Explain the terms “conductors” and “insulators” and give examples of each.
Design and build a game, toy or card that uses an electric circuit to work.
Evaluate the success, or otherwise, of their electronic game/toy.
Construct and draw diagrams of simple circuits using the correct symbols.
Explain how series and parallel circuits work and how they affect the brightness of light bulbs.
Explain the terms “conductors” and “insulators” and give examples of each.
Design and build a game, toy or card that uses an electric circuit to work.
Evaluate the success, or otherwise, of their electronic game/toy.
Let's Take on the Power Challenge:
BUT first let's talk ABOUT energy
Energy makes things happen. It makes machines work and living things grow. People use energy to talk, run and think. In fact, every time we do anything, we use energy!
Energy is defined as the ability to do work.
Energy comes in many different forms and it can be transformed from one form to another...........
Think of a rollercoaster…or a car......or a catapult.........or an apple you just ate- what about the torch you drew at the start of our learning? What energy is in these examples and what form do they transform into?
Test 1: Blowing up and releasing a balloon.
Test 2: Dropping a pencil
Test 3: Turning lights on
Test 4: Rubbing hands together
Test 5: Making a humming noise
Answers:
Test 1:
Elastic potential energy (blown up balloon) → Kinetic energy + Sound energy (released balloon)
Test 2:
Gravitational potential energy (pencil held in the air) → Kinetic energy (pencil dropping) → Sound energy (pencil hitting the floor)
Test 3:
Electrical energy + Light energy + heat energy (lights on)
Test 4:
Kinetic energy → heat energy + Sound energy (hands rubbing)
Test 5
Kinetic energy → Sound energy (throat humming)
What has that got to do with electricity?
Energy makes things happen. It makes machines work and living things grow. People use energy to talk, run and think. In fact, every time we do anything, we use energy!
Energy is defined as the ability to do work.
Energy comes in many different forms and it can be transformed from one form to another...........
- Potential energy – energy that is stored, waiting to make things happen
- Kinetic energy – working energy that something has because of its motion
Think of a rollercoaster…or a car......or a catapult.........or an apple you just ate- what about the torch you drew at the start of our learning? What energy is in these examples and what form do they transform into?
Test 1: Blowing up and releasing a balloon.
Test 2: Dropping a pencil
Test 3: Turning lights on
Test 4: Rubbing hands together
Test 5: Making a humming noise
Answers:
Test 1:
Elastic potential energy (blown up balloon) → Kinetic energy + Sound energy (released balloon)
Test 2:
Gravitational potential energy (pencil held in the air) → Kinetic energy (pencil dropping) → Sound energy (pencil hitting the floor)
Test 3:
Electrical energy + Light energy + heat energy (lights on)
Test 4:
Kinetic energy → heat energy + Sound energy (hands rubbing)
Test 5
Kinetic energy → Sound energy (throat humming)
What has that got to do with electricity?
Time to think like an engineer
The problem we’re trying to solve in the Power Challenge is: to generate CLEAN and GREEN electricity that is RENEWABLE!
TEST YOUR PROTOTYPE BEFORE THE POWER-UP COMPETITION!To make sure your prototype is fit to power a town, you’re going to perform two tests.
- A functionality test to make sure the turbine spins, and that the blades are balanced and secure.
- Then, you’ll power up your prototype by connecting it to a printed circuit board, and testing it against a fan to see how many lights you can turn on.
It’s TIME TO POWER UP THE TOWN!
Your town is relying on your STEM superpowers to turn the lights on! Are you ready to face the ultimate challenge?
You’ll notice that your town has a series of buildings and objects, each attached to a light source.
Each of these things has an important part to play to maintain a thriving community – and they all need power!
Your task is to generate and move electricity for your entire town to use. Can your team turn all of the lights on?
.
Your town is relying on your STEM superpowers to turn the lights on! Are you ready to face the ultimate challenge?
You’ll notice that your town has a series of buildings and objects, each attached to a light source.
Each of these things has an important part to play to maintain a thriving community – and they all need power!
Your task is to generate and move electricity for your entire town to use. Can your team turn all of the lights on?
.
Nature is my teacher
The team was putting together a Science Investigation today to provide crucial evidence in a very important case!!
From Gummy Bears to Hydro SOIl Investigations!
Students have been designing a fair test to prove their hypothesis. Students are using a context which pigg backed off the gummy bear experiemnet- Students will analyse results from germination data, to determine the relationship between a design variable Soils and absorbant polymers) and the effect it had on the germination. They will explore the use of scientific research and evidence gathering in reaching conclusions.
exploring superabsobant Polymers
Did you know that fruit Gummiy Bears are made of polymers? They’re made with gelatin, which consists of nature’s most common polymer. A polymer is a compound formed of many molecules strung into long chains. Polymers can be gummy, stretchy, hard, clear, cloudy, etc. Think of all the plastics you see in your daily life (milk jugs, Ziplocs, coat hangers, car bumpers, shampoo bottles, toys, toys, toys…). Polymers like DNA are critical to the human body and the world around us as well.
Hmmmmmmm I have so many questions in my head after watching this? Do you?
Forensics
Fingerprints
A fingerprint is the mark left by the ridges on the fingertip. The sweat excreted from our hands means that we leave fingerprints on nearly everything we touch.
What do your finger prints look like?
Imagine that you're a police officer and get a report about a someone drinking from whaea Sarah's favourite cup! (who would do that?) When you get to the classroom, you see a fingerprint on the glass next to a broken window.
How do you think you could use this fingerprint to catch the burglar and bring them to justice?
This fingerprint is a latent print. This means that it is a fingerprint that was accidentally left at the scene of the crime! If you can record this fingerprint, you could compare it to other fingerprints in a database to find the criminal.
1. dust a powder over the fingerprints.
2. use a very soft brush to spread the powder over the fingerprint. You don't want to smudge or destroy the fingerprint and let the criminal escape!
3. Photograph the print. This means that you still have a record of it if the fingerprint is damaged or destroyed.
4. Using cellotape 'lift'. the print from the glass and stick it on to white paper.
5. Compare this latent print to a database of fingerprints.
Who was the guzzle gums who drank from my glass?
What do your finger prints look like?
Imagine that you're a police officer and get a report about a someone drinking from whaea Sarah's favourite cup! (who would do that?) When you get to the classroom, you see a fingerprint on the glass next to a broken window.
How do you think you could use this fingerprint to catch the burglar and bring them to justice?
This fingerprint is a latent print. This means that it is a fingerprint that was accidentally left at the scene of the crime! If you can record this fingerprint, you could compare it to other fingerprints in a database to find the criminal.
1. dust a powder over the fingerprints.
2. use a very soft brush to spread the powder over the fingerprint. You don't want to smudge or destroy the fingerprint and let the criminal escape!
3. Photograph the print. This means that you still have a record of it if the fingerprint is damaged or destroyed.
4. Using cellotape 'lift'. the print from the glass and stick it on to white paper.
5. Compare this latent print to a database of fingerprints.
Who was the guzzle gums who drank from my glass?
Nature is the ultimate teacher of life- Let's explore our taiao or environment and learn to understand the knowledge that it holds. What experience and knowledge we gain builds our collective dynamic capability. Dynamic capability is achieved when this learning is converted into outcomes in a wide range of areas.
Most of all let's have fun, question, learn and enrich the knowledge of everyone in our class.
Most of all let's have fun, question, learn and enrich the knowledge of everyone in our class.
Design ing our own Experiment to answer some curious questions:
- Compare germination rates for different seeds.
- What will happen if we plant seed at different directions? Do they know which way is up or down?
- Do plants germinate in different quality of light?
- What temperature do seeds germinate best at?
- What if the soil is different quality- will all seeds germinate the same time?
- Which appears first, the radicle or the plumule? Is it the same for other seeds?
- Measure the radicle and plumule as they grow. Design a suitable way of displaying the data that you collect.
- Are there any differences between seeds grown in light and seeds grown in darkness?
- What other conditions affect the germination of seeds? Choose one and design a fair test to examine its effect.
- Can some seeds stop other species from growing next to them?
- If I plant seeds closer will they grow smaller that if the seeds are less densely planted?
- What is a tropism? Design ways of investigating tropisms using this apparatus.
- What other ideas do you have?
See rest of the article here: READ ME
Te Moana nui Our Sea
Read this LINK
Why are our oceans so so so so important?
Design an info Graphic
TASK-
In pairs you are going to design an info-graphic to display information which will inform your peers about why ours oceans are so precious.
WHAT IS AN INFO GRAPHIC?
An info-graphic is a very clever and professional way of capturing your audience, if created correctly. See some top tips for how to create an effective info-graphic:
5 tips for creating effective info graphics:
See below for some examples of really effective info graphics:
In pairs you are going to design an info-graphic to display information which will inform your peers about why ours oceans are so precious.
WHAT IS AN INFO GRAPHIC?
An info-graphic is a very clever and professional way of capturing your audience, if created correctly. See some top tips for how to create an effective info-graphic:
5 tips for creating effective info graphics:
- Define your infographic’s purpose. What do you want it to convey? To whom? What action to you want to inspire? Is it serious, funny?
- Tell a story. What’s your message? What words / numbers / images convey your message? What will stir up emotion in your reader?
- Plan your infographic. Who’s your target audience?
- Do some research. It must inform the reader? The data, facts and information must be up to date and correct? Does it invite them to take action? Does it enable them to take action in a quick and easy way?
- Make sure it’s visual. It must combine words and pictures well is an art form. It must be visual to be effective but the visual must convey the message and the key information.
See below for some examples of really effective info graphics:
Now that you have buddied up and read the instructions above, answer these questions:
1. What is the purpose of your info graphic?
2. Who is your target audience?
NOW
3. Time to do some research and planning. EACH of you in your science OneNote make a section 'INFO GRAPHIC PLANNING'. Using the links below to get you started research the theme of your info graphic 'our ocean are precious'. Feel free to use other sites. Record information, data, facts and images that maybe useful for the creation of your info graphic next lesson.
REMEMBER: What words / numbers / images convey your message? What will stir up emotion in your reader?
1. What is the purpose of your info graphic?
2. Who is your target audience?
NOW
3. Time to do some research and planning. EACH of you in your science OneNote make a section 'INFO GRAPHIC PLANNING'. Using the links below to get you started research the theme of your info graphic 'our ocean are precious'. Feel free to use other sites. Record information, data, facts and images that maybe useful for the creation of your info graphic next lesson.
REMEMBER: What words / numbers / images convey your message? What will stir up emotion in your reader?
So what happens when our Forever plastic enters our Oceans?
Oceans are silently choking on our plastic waste. Plastic and synthetic materials are the most common types of debris in our oceans and are having horrific impacts on marine wildlife and systems. As an island continent "girt by sea" marine debris is of particular importance for Australia. Creatures get entangled in plastics and drown and ingested concentrated toxins from plastics pose a threat to the health of the food chain. Plastics also transport and introduce species into new environments. Anja Taylor catches up with the CSIRO research team spearheading the Marine Debris Survey, a world first study of the plastics around our coastline.
Ok let's watch this:
Ok let's watch this:
What positive action can we take?
What you can do to reduce marine pollution? This page for kids explains the causes of marine pollution and outlines things kids can do to make a difference:
what can we do about this?
We could reuse and re-purpose it ourselves:
EXPLORING MAtiriki through science.
By the end of this activity, students should be able to:
- identify the name and location of each whetū in the Matariki star cluster
- recognise te ao Māori association and/or significance of each star with an aspect of wellbeing and the environment
- consider the importance of te ao Māori in the placement of the stars within the Matariki star cluster
- develop observation skills
We are all made of stars
Māori knowledge and science can often be two versions of an explanation to explains phenomenon from the natural world. The stories can confirm each other, and if Māori and scientists can become more open to each other’s ways of working then “a lot of synergies could happen in this space”.
Professor Rangi Matamua said that “Māori have always believed that we come from stars. One of the earliest messages we have is that we are related from stars, we descend from stars. Early scientists thought this was ludicrous,” he says.
“Now there’s a very well-known picture going around that we’re all stardust, and this comes out of people up at NASA who are saying that all the molecules inside of our bodies that make us who we are actually begin their lives as stars.”
Matariki are what is known in astronomy as an open star cluster. Open star clusters are groups of relatively young stars that formed at roughly the same time, from the same huge cloud of gas and dust, known as a nebula. All stars were born from nebulae; including our own Sun. Some five billion years ago the Sun formed from a nebula along with hundreds, or maybe thousands of other stars. When stars form in a nebula, they form quite close together and their mutual gravitational pull commonly causes them to become loosely bound together into clusters, just like the Pleiades.
The group of stars, known in New Zealand as Matariki has been known by many other names all over the world, and all through history. To the ancient Babylonians the stars were known as MUL.MUL, in Japan, they are Subaru, in parts of India they are Krittika, and in ancient Greece and astronomy today they are known as the Pleiades. This time of year is significant to Māori because when the pre-dawn rising of the Matariki star cluster (Pleiades) happens at the end of the Māori lunar month Pipiri (approximately June), this is a sign that it’s time to bid the old year farewell and welcome the new.
Māori knowledge and science can often be two versions of an explanation to explains phenomenon from the natural world. The stories can confirm each other, and if Māori and scientists can become more open to each other’s ways of working then “a lot of synergies could happen in this space”.
Professor Rangi Matamua said that “Māori have always believed that we come from stars. One of the earliest messages we have is that we are related from stars, we descend from stars. Early scientists thought this was ludicrous,” he says.
“Now there’s a very well-known picture going around that we’re all stardust, and this comes out of people up at NASA who are saying that all the molecules inside of our bodies that make us who we are actually begin their lives as stars.”
Matariki are what is known in astronomy as an open star cluster. Open star clusters are groups of relatively young stars that formed at roughly the same time, from the same huge cloud of gas and dust, known as a nebula. All stars were born from nebulae; including our own Sun. Some five billion years ago the Sun formed from a nebula along with hundreds, or maybe thousands of other stars. When stars form in a nebula, they form quite close together and their mutual gravitational pull commonly causes them to become loosely bound together into clusters, just like the Pleiades.
The group of stars, known in New Zealand as Matariki has been known by many other names all over the world, and all through history. To the ancient Babylonians the stars were known as MUL.MUL, in Japan, they are Subaru, in parts of India they are Krittika, and in ancient Greece and astronomy today they are known as the Pleiades. This time of year is significant to Māori because when the pre-dawn rising of the Matariki star cluster (Pleiades) happens at the end of the Māori lunar month Pipiri (approximately June), this is a sign that it’s time to bid the old year farewell and welcome the new.
(depending on computer avaliability)
Although there are about a thousand stars in Matariki, nine stars are visible to the unaided eye. In te ao Māori, each of the whetū is associated with an aspect of wellbeing and the environment.
Matariki- Let's celebrate!
1. Working in pairs or individually
2. Pick up a Matariki task card from the teacher
3. Follow the instructions to complete your task. You may not quite finish today- that is OK, but please save your work so you can come back to it. These posters are going to be put on display for our NIS OPEN night so please create them with care.
See you next week. x
This is one I made. What do you think? I bet you could do a better job!
Although there are about a thousand stars in Matariki, nine stars are visible to the unaided eye. In te ao Māori, each of the whetū is associated with an aspect of wellbeing and the environment.
- Matariki (Alcyone) – people’s health and wellbeing
- Tupu-ā-rangi (Atlas) – things that grow up in trees, including fruits, berries and birds
- Waipuna-ā-rangi (Electra) – rainfall
- Waitī (Maia) – freshwater bodies and foods from these waters
- Ururangi (Merope) – the winds
- Tupu-ā-nuku (Pleione) – food that is gathered/harvested from the soil
- Waitā (Taygeta) – the ocean and foods that come from it
- Pōhutukawa (Sterope) – those who have passed on
- Hiwa-i-te-rangi (Calaeno) – attainment of goals.
Matariki- Let's celebrate!
1. Working in pairs or individually
2. Pick up a Matariki task card from the teacher
3. Follow the instructions to complete your task. You may not quite finish today- that is OK, but please save your work so you can come back to it. These posters are going to be put on display for our NIS OPEN night so please create them with care.
See you next week. x
This is one I made. What do you think? I bet you could do a better job!