Star Compass Studio

Overview

Students construct 3D paper star compasses that show how rising and setting stars can support navigation and seasonal timing. This is Lesson 6 of 18 in the unit Navigating Aotearoa's Oceans.

Learning intentions

• WALT create and explain a functional star compass model that shows star positions linked to direction and seasonal cues.
• WALT demonstrate understanding of how star knowledge supports decision-making during ocean travel.

Success criteria

• I can build a 3D star compass model with at least four star positions clearly marked.
• I can describe how each star position connects to direction (where to travel) and/or seasonal timing.
• I can use the model safely and accurately, including a working mechanism (where appropriate).

Curriculum links

• NZ History: understanding of Māori knowledge and practices relating to navigation and the ocean environment.
• Curriculum Refresh learning focus: constructing meaning from evidence, communicating ideas clearly, and using subject-specific language.
• Key competencies: thinking (making and testing models), managing self (staying on task), and relating to others (peer building and feedback).

Lesson structure (70 minutes)

1. 5 min – Starter: “What should our model do?” Students briefly revisit the purpose of the star compass. Teacher shows a completed example and asks: “What can it help someone decide?”

2. 10 min – Mini-lesson + studio safety Teacher explains today’s goal: build a functional compass with star positions and navigation uses. Quick demonstration of low-cost materials and how to attach stars safely (no sharp tools). Dyslexia-friendly reading option: a short printed “Steps in pictures” sheet and a spoken walkthrough.

3. 25 min – Build phase 1 (base + frame) Students assemble the base and star wheel/frame using pre-cut templates. Teacher circulates for quick checks: correct spacing, clear star labels, and strong joins. Success criteria focus: at least four star positions should be able to be seen from the front.

4. 10 min – Build phase 2 (stars + direction/season tags) Students add star symbols and write (or dictate/voice type for ELL) a short navigation use for each star position. Teacher models sentence starters: “When this star rises/sets, travellers could…” and “This is useful for…”

5. 10 min – Partner check (peer building partnerships) In pairs, students use a simple checklist to test:

• Does the model show the star positions?
• Can we explain what each position helps someone do? Support for low-confidence learners: teacher prompts pairs to start with the easiest star position first.

6. 5 min – Gallery walk: “One thing we improved” Students do a short movement gallery walk. Each student shares one improvement they made (e.g., label clearer, star wheel turns smoothly). Teacher captures one or two “great explanations” for later.

7. 5 min – Exit ticket (teacher assessment) Students complete an exit task: “Point to one star position on your model and say one navigation use.” Options: oral recording on Chromebook, spoken to a partner, or a short written response with sentence starters.

Resources

• Pre-cut cardboard templates for base and star wheel (different levels where possible)
• Low-cost paper/card for stars, glue sticks, coloured pencils/markers
• Split pins or brads for rotating star wheel (teacher-managed distribution if needed)
• Printed step-by-step “picture steps” handout (dyslexia-friendly)
• Sentence starters for direction and seasonal timing
• Checklist for peer testing (simple “Yes/Not yet” with icons)
• Chromebook access to record oral exit tickets (or audio note app)
• Example model images or a physical teacher sample
• Quiet build area supports (optional small workspace dividers)

Assessment

• Teacher observation during build: star positions visible, labels legible, model functioning.
• Peer check notes: whether students can explain navigation use for at least four star positions.
• Exit ticket: one clear star position linked to a navigation decision (direction and/or seasonal timing).

Differentiation

• Support for low learners and dyslexic students: pre-cut templates; picture-step instructions; allowed use of voice-to-text and oral responses; high-contrast labels; reduced writing load (use provided sentence starters).
• Support for ELL learners: model phrases on the board; star labels with icons; partner role cards (“Reader,” “Builder,” “Explainer”); allow audio exit ticket.
• Challenge for exceeding students: require a more precise explanation (e.g., link two star positions to a clearer seasonal pattern) and encourage neat, consistent placement and stronger mechanical function.
• Mechanical extension for advanced builders: a star wheel that rotates smoothly with a clear indicator window and an additional star position beyond four.
• Confidence building: pair low-confidence students with supportive peers; teacher gives “next step” feedback rather than corrections.