WELCOME BACK ADVENTURERS!

WE MEET AGAIN! LETS GET READY FOR OUR VISIT TO THE SPIRIT OF THE SOUTH!

  • Theme: All together now

    Hermit crabs are everywhere in Kiribati and while they are timid creatures, once they are out of their shell, they are fast and don’t mind being sung to!

    Do you know why Hermit Crabs are called Hermit Crabs? If you don’t, perhaps you would like to do some investigating before you play Hermit Crab footsteps.

    The game, Hermit Crab footsteps is an adaptation of the game, Grandmother’s Footsteps.

    • In an open space, have one person stand at one end of the space. They are the shell.

    • Everyone else stands at the other end of the space, face the shell, and transform your body into a scuttling hermit crab.

    • The shell turns their back to the crabs. The crabs take the opportunity to scuttle towards the shell. At any time, the shell turns to face the crabs. If any of the crabs are caught moving, they are sent scuttling back to the beginning.

    • The game continue until one of the crabs make it to the shell and a new game commences.

    CURRICULUM LINKS:

    Science

    AC9S1U01 Identify the base needs of plants and animals, including air, water, food or shelter, and describe how the places they live meet those needs

    The Arts / Drama

    AC9ADR2D01 Use the elements of drama and imagination in drama play and/or process drama

A DAY IN THE LIFE OF A KIRIBATI KID

Families and houses in Kiribati might be the same or different to where and how you and your family live.

  • Themes: We use the things we have in reach; All together now

    Watch the video of Tabuia to see what his house looks like, who lives with him and what jobs he has to do at home.

    Like in the canoe, everyone in the family has a role to play and do special jobs.

    • Individually, in groups or as a class make a table to discuss and document the differences and similarities between your family life and where you live and family life and houses in Kiribati.

    • To document the differences and similarities:

      • use the stems, “Where”, “What”, “How” and “Why”. For example, Where does Tabuia’s family’s water come from? Where does my families’ water come from?

      • or develop inquiry questions such as: “What is Tabuia’s house made from?”

    • If working individually or in groups, share findings with class.

    • Do you have any special jobs you have to do at home?

    • In small groups or as a class, think of a job you have to do at home. For example, emptying the dishwasher, putting the bins out for collection, or cleaning your room.

    • Taking a turn at a time using no words (but you can use sound effects!), act out your job for your classmates to guess.

    • The person who guesses correctly can have the next go.

    CURRICULUM LINKS:

    English

    AC9E1LA01 Understand how language, facial expressions and gestures are used to interact with  others when asking for a providing information, making offers, exclaiming, requesting and giving commands

    AC9E2LA01 Investigate how interpersonal language choices vary depending on the context, including the different roles taken on in interactions

    HASS

    AC9HS1K01 Difference in family structures and roles today, and how these have changed or remained the same over time

    AC9HS1S01 Develop questions about objects, people, places and events in the past and present

    AC9HS1S04 Discuss perspectives related to objects, people, places and events

    AC9HS2S01 Develop questions about objects, people, places and events in the past and present

    Health and Physical Education

    AC9HP2P02 Identify and explore skills and strategies to develop respectful relationships

    Technologies

    AC9TDE2K01 Identify how familiar products, services and environments are designed and produced by people to meet personal or local community needs and sustainability

    The Arts / Drama

    AC9DR2D01 Use the elements of drama and imagination in dramatic play and/or process drama

    AC9DR2P01 Share their drama in informal settings

Tabuia lives with his Grandparents. Who lives at home with you? What is your relationship like with the older members of your family?

FAMILY AND KIRIBATI CULTURE

Families are part of a bigger community in Kiribati. Watch the video of Ariteti as she talks about how elders in the Kiribati community are cared for, and how traditional skills are passed down through generations.

It’s time to jump back into your Canoes!

EPISODE CHECKLIST:

  1. Set up your canoes

  2. Check everyone is in their place in the canoes

  3. Check your navigation points (North, South, Ocean side and Lagoon side)

  4. Place your speakers on the Ocean side if you can

  5. Make sure you have Kinoia carefully concealed

  6. Make sure you have your gifts for the Spirit

EPISODE FOUR

  • In their ‘The Flying Canoe’ adventure journal, students draw and/or write an immediate response to the episode.

    Share with teacher, elbow buddy, table group, and class.

    CURRICULUM LINKS:

    English

    AC9E1LE02 Discuss literary texts and share responses by making connections with students’ own experiences

    AC9E2LE02 Identify features of literary texts, such as characters and settings, and give reasons for personal preferences

    The Arts / Drama

    AC9ADR2E01 Explore where, why and how people across cultures, communities and/or other contexts experience drama

WHAT DOES A KIRIBATI KID DO FOR FUN?

  • Theme: We use the things we have in reach

    With your elbow buddy, collect different sized shells and various objects and:

    • predict which shells / objects might be best for spinning?

    • experiment with spinning these shells / objects, exploring:

      • how they moved

      • how their size and shape influenced how well they spun

    • play a game of spinning objects, keeping a record of how long you can spin shells and/or other objects.

    At the end, discuss with your table group and/or as a class:

    • how the different objects moved

    • how the size and shape of the shells / objects influenced their movement

    • how the outcome of the experiment compared with your predictions

    CURRICULUM LINKS:

    Science

    AC9S1I01 Pose questions to explore observed simple patterns and relationships and make predictions based on experiences

    AC9S1I02 Suggest and follow safe produces to investigate questions and text predictions

    AC9S1I03 Make and record observations, including informal measurements, using digital tools as appropriate

    AC9S1I04 Sort and order data and information and represent patterns, including provided tables and visual or physical models

    AC9S1I05 Compare observations with predictions and others’ observations, consider if investigations are fair and identify further questions with guidance

    AC9S1I06 Write and create texts to communicate observations, findings and ideas, using everyday and scientific vocabulary

  • Themes: We use the things we have in reach; We are surrounded by the ocean; The canoe

    One of the games Kiribati children like to play, is making boats to sail in puddles. Writer of ‘The Flying Canoe’, Marita Davies describes the significance of the game in her ARTICLE.

    Using materials found in the classroom:

    • make predictions about what materials might make the best sailing boat

    • make your own boat and test its ability to sail

    • discuss the outcomes of your findings

    CURRICULUM LINKS:

“These mini boats are made from whatever their creators can get their hands on: soft drink cans, plastic water bottles, pandana leaves or random pieces of discarded plastic.

While simple at first, the construction and thought process in creating these tiny vessels are beyond the years of their makers. Laughing and splashing in the puddles while they watch these tiny sailboats race, the Kiribati kids create boats with surprising agility and balance. ”
— Marita Davies

READY TO MOVE ON TO EPISODE FIVE?

CLICK ON THE CRAB BELOW!