Mapping the Kūaka Journey

Overview

In the second lesson of the four-part unit Migration Marvels of Kūaka, students build on their prior knowledge of the godwit’s migration. They identify time markers and key facts in an article, organise information into a yearly timeline, trace the migration route on a map, and summarise their learning using evidence from the text.

Learning intentions

• WALT identify and organise information about the kūaka’s migration.
• WALT use time markers to create a timeline of a yearly journey.
• WALT trace a migration route and interpret information on a map.
• WALT answer questions using evidence from a source.
• WALT summarise key information clearly.

Success criteria

• I can find time words and phrases in the article.
• I can place events in the correct order on a timeline.
• I can trace the kūaka’s migration route and label important places.
• I can answer questions by referring to evidence from the text.
• I can write a concise summary using the most important facts.

Curriculum links

• Social Sciences — investigating how people, places and environments are connected through movement and migration.
• Social Sciences — using sources, maps and discussion to build knowledge and communicate findings.
• English — making notes and organising key information into categories.
• English — selecting an organiser suited to the structure and purpose of writing.

Lesson structure (60 minutes)

1. 0–7 min · Reconnect and hook. Teacher displays the question, “How can one small bird travel between two distant parts of the world every year?” using the opening question and kūaka image, then revisits learning from Lesson 1 through a brief think-pair-share. Students share one fact they remember about kūaka, migration or the birds’ journey, and make one prediction about where the birds travel.

2. 7–17 min · Read and notice time markers. Teacher gives each student the kūaka migration reading and planning sheet and reads the article aloud while students follow; provide a dyslexia-friendly copy with a clear sans-serif font, generous spacing and key words highlighted. Pause to model how to circle time markers such as “in August”, “after several weeks”, “in March” and “each year”. Students read along, circle or highlight time markers, and underline facts that explain what happens at each stage.

3. 17–29 min · Build a yearly timeline. Teacher models turning one paragraph into a short note rather than copying a whole sentence, for example: “August — leaves Aotearoa for feeding grounds”. Teacher demonstrates arranging the notes chronologically and refers to the timeline modelling slides. In pairs, students complete the timeline section of the worksheet, recording the month or time marker, place and main event. Partners check that each note is brief and in the correct order.

4. 29–42 min · Trace and investigate the route. Teacher displays a large world map and models using a title, compass direction and a line or arrow to show movement. Keep the map skills reference poster visible as a reminder of orientation and map-reading conventions. Students use the map on the worksheet to trace the kūaka’s route between Aotearoa and its northern feeding grounds, label the places named in the article, and add arrows to show direction. In groups of four, students use the targeted questions to locate evidence, such as: “Where does the kūaka spend the southern winter?” and “What happens before the birds return?” Each student records their own evidence.

5. 42–52 min · Group evidence talk. Teacher assigns groups of four roles using the group role cards and displays the discussion prompts and evidence sentence stems. Students compare timelines and answers, resolve differences by returning to the article, and discuss which three facts are most important. Encourage stems such as “The text says…”, “This shows…”, and “I agree because…”. Groups prepare a three-point oral explanation of the yearly journey.

6. 52–60 min · Independent summary and check-out. Teacher models a summary structure: opening sentence, ordered journey details, and a closing sentence explaining that migration is a repeated yearly movement. Students independently write a 4–6 sentence summary on the worksheet, using their timeline and map. Invite two students to share; finish with a quick self-check against the success criteria and collect the worksheet for assessment.

Resources

• the complete kūaka migration slide deck
• the kūaka migration reading and planning sheet
• the map skills reference poster
• the group role cards
• Large projected world map or interactive map
• Classroom atlases or printed maps
• Highlighters or coloured pencils
• Pens and writing books
• Enlarged dyslexia-friendly article copy

Assessment

• During reading, check whether students can identify time markers and distinguish key facts from extra detail.
• Review pair timelines, map labels and evidence answers for correct sequencing, route direction and accurate use of the source.
• Assess the independent summary for chronological order, relevant facts, evidence from the article and clear sentences. Note students needing support with reading, map interpretation or summarising before Lesson 3.

Differentiation

• Provide an enlarged, dyslexia-friendly article with short line lengths, clear spacing, highlighted time markers and optional audio or teacher read-aloud. Allow students to use a ruler or reading window.
• Support students with a partially completed timeline, a word bank of places and time markers, picture cues, and sentence starters such as “First…”, “Later…” and “The article explains…”.
• Pair readers strategically and allow students to discuss answers orally before writing. Adults can scribe key notes without reducing the expectation that students select information.
• For extension, students identify information that is implied rather than directly stated, calculate the approximate direction and distance of the journey using an atlas scale, or write a short paragraph explaining why a timeline and map are useful organisers for this topic.
• Be sensitive when discussing migration: distinguish animal migration from human migration and avoid presenting movement as identical for all people or communities.