Stick Chart Navigation

Overview

Students explore traditional Marshall Islands stick charts and other Pacific navigation instruments to understand how navigators encoded ocean knowledge in physical 3D-like maps. They investigate how swells, currents, and island positions were represented and communicate what each element helps a navigator do.

Learning intentions

• WALT understand how traditional stick charts represented complex navigation knowledge.
• WALT identify how ocean swells, currents, and island positions are shown on stick charts.
• WALT explain the purpose of stick charts as navigation tools.

Success criteria

• I can explain what a stick chart was used for in traditional Pacific navigation.
• I can name four elements (e.g., swells, currents, island locations, wind direction or distance) and describe how each is represented.
• I can use evidence from a physical/visual stick chart to support my explanation.
• I can compare stick charts with another navigation instrument and describe one similarity and one difference.

Curriculum links

• Developing knowledge of significant places, events, and people by studying how ocean travel shaped Pacific societies.
• Understanding how people interpret and manage their environments using technology and knowledge systems.
• Communicating historical ideas using evidence from sources (images, models, and teacher resources).
• Building capability in using maps and spatial thinking to interpret representations of places.

Lesson structure (70 minutes)

1. 5 min – Entry routine + goals

• Students settle and complete a quick “Ocean Navigator Warm-up”: teacher displays an image prompt of ocean swells/currents (no text). Students write or draw what they think navigators looked for.
• Teacher states today’s WALT and shares the success criteria in student-friendly language.

2. 10 min – Teacher modelling with images/sounds

• Teacher shows a simple stick chart image and demonstrates how “sticks” can stand for paths and wave patterns.
• Provide an audio narration script option: students listen to a description of what different lines/arrangements could indicate (swells/currents/islands).

3. 15 min – Station work: handle and interpret

• In small groups, students examine physical stick chart examples (or tactile string/peg models where real charts are unavailable).
• Each group records observations using a template with sentence starters: “I notice…”, “It might represent… because…”.
• Dyslexia-friendly option: students choose between (1) short sentences, (2) labels only, or (3) draw-and-caption.

4. 10 min – Whole-class sense-making (4-element challenge)

• Teacher guides a class discussion: students contribute which elements they think the chart encodes.
• Teacher confirms and frames four key navigation elements for the lesson: swells/pattern of waves, currents, island position/location, and how direction or relative distance is shown (keep terminology consistent with the materials used).

5. 15 min – Evidence explanation (individual or pairs)

• Students produce a short explanation on Google Classroom:
• Task A (core): “The purpose of a stick chart is… It represents… (four elements) …”
• Task B (for low confidence): a fill-in template with a photo of the stick chart and four drop-down choices plus one sentence per element.
• Teacher circulates for support, conferencing briefly with low learners and dyslexic students (reading aloud of the prompt allowed).

6. 10 min – Compare navigation tools

• Students choose one other navigation instrument shown by teacher (e.g., a map model, wave cue image, or compass-like concept picture) and write a comparison: one similarity and one difference to stick charts.
• Exceeding learners can add a “why it matters” sentence about how knowledge systems helped travellers manage risk on the ocean.

7. 5 min – Exit ticket + self-check

• Exit ticket: “I can explain what a stick chart does” (1–2 sentences) and “I can identify four elements it represents” (list or draw four items).
• Students self-assess against the success criteria using a simple traffic-light colour scale.

Resources

• Physical stick chart examples (or high-quality printouts and tactile models using string, pegs, and foam boards).
• Teacher-created stick chart diagram with simple labels (kept minimal and consistent).
• Google Classroom task template (sentence starters, drop-down options).
• Audio recording of key ideas (swells, currents, island locations, direction/distance representation).
• Group observation sheet with space for drawing and short captions.
• Document camera or projector for whole-class modelling.
• Coloured pencils/markers for element identification.
• Timer and station rotation cue cards.
• Access to images of Marshall Islands stick charts and one comparison navigation instrument.

Assessment

• Formative during station work: teacher checks each group’s observations and prompts for evidence (“because…”).
• Summative for this lesson: student written explanation identifying the stick chart purpose and four represented navigation elements.
• Exit ticket to confirm understanding and inform next lesson planning.

Differentiation

• Support (low learners, low confidence): provide a labelled model for reference, sentence starters, and allow drawing instead of extended writing; teacher checks in using short oral questioning.
• Support (dyslexic): audio reading of instructions, colour-coded labels for the four elements, larger font templates, and “listen-then-write” time.
• ELL learners: allow key vocabulary to be represented with pictures/icons on the template; pair with a supportive peer; encourage short phrases (“It represents swells.”).
• Extension (exceeding learners): ask for a short “reasoning” addition: “What might happen if one element is missing or misread?” plus a more detailed comparison of tools.

Extension (optional)

• For advanced learners: students research (from provided class resources only) another Pacific navigation tool and create a one-slide “tool profile” explaining: purpose, what it represents (4 elements), and one cultural or practical reason it was valuable for travel.