MAURI FRIENDS!

‘MAURI’ IS HOW YOU SAY ‘HELLO’ IN KIRIBATI.

PREPARING FOR YOUR ISLAND ADVENTURE!

  • Did you hear how Marita pronounced the name of Kiribati? Did it sound how you thought it would? How did you think it would sound?

    As you’ll soon discover, the Kiribati alphabet is a little bit different to the English alphabet.

    One of those differences is that the ‘ti’ sound is pronounced as an ‘s’.

    So even though when you look at it, you might want to say ki-ree-bah-ti - the correct way to say it is Ki-ree-bas.

    You might like to practise that together.

WHERE IS KIRIBATI?

The nation of Kiribati is located in the middle of the Pacific Ocean. The Pacific is divided into Micronesia, Polynesia and Melanesia, and Kiribati is part of Micronesia.

As a class, in smaller groups or individually use a globe… use a globe, wall map or digital application such as Google Earth to find:

  • the Pacific Islands

  • Kiribati within Micronesia

  • how far away your school is from Kiribati

  • the latitude and longitude of Kiribati

WHY ARE THERE HOLES IN THE ISLANDS OF KIRIBATI?

Did you notice anything interesting about the shape of the islands?

Kiribati is made up of 32 atolls, and 1 raised island.

An atoll is a ring-shaped island, that has formed on the top of an extinct volcano. The rim of the island encircles a lagoon.

The ocean that surrounds the atoll is dark blue and has waves.

The lagoon in the middle is usually bright turquoise and is a little calmer.

Watch the video below to see the difference between the Lagoon and the Ocean.

  • Like Australia, Kiribati was also colonised by the British. Conduct an inquiry investigating:

    • the history of Kiribati’s British colonisation.

    • the impact of colonisation on Kiribati culture in the past and present.

    • differences and similarities between the colonisation of Kiribati and Australia.

    CURRICULUM LINKS:

    HASS: AC9HS5K02 The impact of the development of British colonies in Australia on the lives of the First Nations Australians, the colonists and convicts, and on the natural environment

    AC9HS5S01 Develop questions to investigate people, events, developments, places and systems

    AC9HS5S02 Locate, collect and organise information and data from primary and secondary sources in a range of formats

    AC9HS5S03 Evaluate information and data in a range of formats to identify and describe patterns and trends, or to infer relationships

    AC9HS5S05 Develop evidence-based conclusions

    AC9HS5S07 Present descriptions and explanations, drawing ideas, findings and viewpoints from sources, and using relevant terms and conventions

    AC9HS6K05 Australia’s interconnections with other countries and how these change people and places

    AC9HS6S01 Develop questions to investigate people, events, developments, places and systems

    AC9HS6S02 Locate, collect and organise information and data from primary and secondary sources in a range of formats

    AC9HS6S03 Evaluate information and data in a range of formats to identify and describe patterns and trends, or to infer relationships

    AC9HS6S05 Develop evidence-based conclusions

    AC9HS6S07 Present descriptions and explanations, drawing ideas, findings and viewpoints from sources, and using relevant terms and conventions

WHAT DOES KIRIBATI LOOK & SOUND LIKE?

  • Themes: We are surrounded by the ocean; All together now

    Watch the video that Marita created of her time in Kiribati. While watching the video, play the game, “See it! Hear it!”

    When you see something you recognise, put up your hand and identify what you have seen and explain the sound you think it would make.

    For example: Sand / Ocean / Lagoon / Coconut trees

    As a class, write a list using one word or short phrases to share personal memories of:

    • Being in hot and/or humid weather

    • The beach

    • Smelling fragrant flowers like a frangipani

    • Fishing

    Use a selection of the words and short phrases to create a class sensory poem that conveys the sights and sounds of being in hot weather by the ocean.

    Speak the poem together, or each take a line to say. Experiment with different voices to depict the mood and feeling of the words within the poem.

    Add movement to each line of the poem, so the poem becomes a celebration of voice and movement!

    Share your poem with a neighbouring classroom.

    CURRICULUM LINKS:

    English: AC9E5LY06 Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and punctuation including dialogue punctuation

    AC9E5LY07 Plan, create, rehearse and deliver spoken and multimodal presentations that include relevant, elaborated ideas, sequencing ideas and using complex sentences, specialist and technical vocabulary, pitch, tone, pace, volume, and visual and digital features

    AC9E6LY06 Plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features

    AC9E6LY0 Plan, create, rehearse and deliver spoken and multimodal presentations that include information, arguments and details that develop a theme or idea, organising ideas using precise topic-specific and technical vocabulary, pitch, tone, pace, volume, and visual and digital features

    The Arts/Drama: AC9ADR6D01 Explore ways to combine the elements of drama to communicate ideas, perspectives and/or meaning in improvisations, devised drama and/or scripted drama

    AC9ADR6C01 Develop characters and situations, and shape and sustain dramatic action to communicate ideas, perspectives and/or meaning in improvised, devised and/or scripted forms

    AC9ADR6P01 Rehearse and perform improvised, devised and/or scripted drama in informal and/or formal settings

  • Themes: All together now

    Play the game ‘Marita Says’ (a Kiribati inspired version of Simon Says).

    Find a space in the room where everyone is safe to move on their spot.

    Practise being:

    • A coconut (crouch down in a round ball)

    • An atoll (standing up, make an irregular shape with your body)

    • A palm tree (stand tall and put your arms above your head like palm tree fronds blowing in the wind)

    Teacher or class member takes on the role of Marita. When they call, “Marita Says be a coconut/atoll/palm tree” everyone moves into that position.

    If they call, “Be a coconut/atoll/palm tree” (without saying Marita Says) and you move into that position, you are out!

    At the end of the game, you might like to say ‘Ti a konna’ (pronounced Sah - kor - nah) which means ‘all together’ to start the game over again.

    CURRICULUM LINKS:

    The Arts / Drama: AC9ADR6D01 Explore ways to combine the elements of drama to communicate ideas, perspectives and/or meaning in improvisations, devised drama and/or scripted drama

  • Themes: We use the things we have in reach; We are surrounded by the ocean; All together now

    To represent the 32 atolls that make up Kiribati:

    • »Look at these aerial images« of the atolls and islands of Kiribati to see how each atoll is a different shape

    • Use materials available in the classroom or brought in from home such as cellophane and tissue paper to cut the different shapes of the atolls and create the ring around each atoll

    • Given the number of atolls in Kiribati, each class member could be given an atoll to create

    • Share with your table members your choice and use of materials to create the atoll

    Display the atolls in the classroom to create a physical representation of Kiribati.

    CURRICULUM LINKS:

    HASS: AC9HS6K04 The geographical diversity of location of places in the Asia region, and its location in relation to Australia

    Technologies: AC9TDE4P03 Select and use materials, components, tools, equipment and techniques to safely make designed solutions

    The Arts / Visual Arts: Use visual conventions, visual arts processes and materials to plan and create artworks that communicate ideas, perspectives and/or meaning

WHAT DOES KIRIBATI TASTE & SMELL LIKE?

  • Theme: We use the things we have in reach

    There are lots of coconut trees in Kiribati and people in Kiribati use coconuts in lots of ways including:

    • using coconut fibre to make strong string to hold together buildings and canoes

    • food and drink

    • leaves and trunks for houses and shelter

    • clothing and jewellery

    • water bottles and drinking containers

    To see a video of coconut string being made <CLICK HERE>

    Has anyone seen a coconut, a coconut tree or tasted coconut and/or coconut water, milk or cream?

    What did it look, feel or taste like?

    Depending on availability and allergies considered, look at and/or taste a coconut and its products such as:

    • a fresh coconut

    • coconut water, milk, cream or flesh

    • desiccated or flaked coconut

    Discuss the taste, texture and smell.

    Discuss how people in Kiribati might collect coconuts from the tree and break open the hard coconut shell.

    You might have seen a clue in the video above!

    CURRICULUM LINKS:

    Technologies: AC9TDE6K03 Explain how and why food and fibre are produced in managed environments

  • Themes: We use the things we have in reach

    Bright and fragrant flowers are everywhere in Kiribati, making Kiribati smell and look beautiful like in these pictures which were taken when Marita visited Kiribati.

    • Can you identify any of the flowers?

    • Using the provided templates of the frangipani flowers ‍and the Visual Arts materials available to you, make informed decisions about how you colour the flowers. Or you may like to use other Visual Arts processes to make representations of frangipani flowers. 

    Once completed:

    • Document your choice and use of visual arts materials to create your flower and share with the class 

    • Gather the flowers together - you might like to put them in a basket or container, as they will be used as ‘gifts’ later as you venture on the flying canoe.

    CURRICULUM LINKS:

    Visual Art: AC9AVA6D01 Experiment with, document and reflect on ways to use a range of visual conventions, visual art processes, and materials

    AC9AVA6C01Use visual conventions, visual arts processes and materials to plan and create artworks that communicate ideas, perspective and/or meaning

    AC9AVA6P01 Select and present documentation of visual arts practice, and display artworks in informal and/or formal settings.

EPISODE ONE:

AN ISLAND ADVENTURE!

Introduction to te katabwanin (going around the island).

Read through the learning experience below for more information on setting up the Compass Points in your room, and a template for the floral gifts for the Spirits.

WHICH WAY IS WHICH?

  • Theme: We are surrounded by ocean

    Look at a real compass or on a digital application:

    • What is it?

    • What is it used for?

    • How does it work?

    • What does “navigation” mean?

    Together or in small groups in the classroom or playground, use a compass to work out which way is north, south, east and west.

    Use an acronym such as Never Eat Soggy Weet-bix as an easy way to remember the four directions of the compass.

    Surrounded by the ocean, people in Kiribati need to be great navigators and have a clear sense of direction. Instead of using north, south, east and west, they use Lagoon side, South side, Ocean side and North side.

    Using the compass points link below, mark the Lagoon, South, Ocean and North sides of your classroom.

    CURRICULUM LINKS:

    HASS: AC9HS5K04 The influence of people, including First Nations Australians and people in other countries, on the characteristics of a place

    AC9HS6K05 Australia’s interconnections with other countries and how these change people and places

DOWNLOAD & PRINT THE COMPASS POINTS FOR YOUR ROOM
DOWNLOAD & PRINT THE TEMPLATES FOR YOUR FLORAL GIFTS

OR FEEL FREE TO CREATE YOUR OWN!

WHAT IS AN ADVENTURE AND WHO ARE YOU GOING WITH?

READY TO MOVE ON TO EPISODE TWO?

CLICK ON THE CRAB!