WELCOME BACK ADVENTURERS!
WE MEET AGAIN! LETS GET READY FOR OUR VISIT TO THE SPIRIT OF THE SOUTH!
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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
AC9S3U01 Compare characteristics of living and non-living things and examine the differences between the life cycles of plants and animals
The Arts / Drama
AC9ADR4D01 Use the elements of drama to explore and develop ideas for dramatic action in improvisations and/or devised 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.
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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.
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:
HASS
AC9HS3K05 The similarities and differences between places in Australia and neighbouring countries in terms of their natural, managed and constructed features
AC9HS3K07 Why people participate within communities and how students can actively participate and contribute to communities
AC9HS3S01 Develop questions to guide investigations about people, events, places and issues
AC9HS3S05 Draw conclusions based on analysis of information
AC9HS4K09 Diversity of cultural, religious and/or social groups to which they and others in the community belong, and their importance to identity
Health and Physical Education
AC9HP4P05 Describe how valuing diversity influences wellbeing and identify actions that promote inclusion in their communities
The Arts / Drama
AC9ADR4D01 Use the elements of drama to explore and develop ideas for dramatic action in improvisations and/or devised drama
AC9ADR4P01 Perform improvised and/or devised 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:
Set up your canoes
Check everyone is in their place in the canoes
Check your navigation points (North, South, Ocean side and Lagoon side)
Place your speakers on the Ocean side if you can
Make sure you have Kinoia carefully concealed
Make sure you have your gifts for the Spirit
EPISODE FOUR
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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
AC9E3LE01 Discuss characters, events and setting in different contexts in literature First Nations Australian, and wide-ranging Australiana and world authors and illustrators
The Arts / Drama
AC9ADR4E01 Explore where, why and how drama is created and/or performed across cultures, times, places and/or other contexts
WHAT DOES A KIRIBATI KID DO FOR FUN?
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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:
Health and Physical Education
AC9HP4P05 Describe how valuing diversity influences wellbeing and identify actions that promote inclusion in their communities
Science
AC9S3I01 Pose questions to explore observed patterns and relationship and make predictions based on observations
AC9S3I02 Use provided scaffold to plan and conduct investigations to answer questions or test predictions, including identifying the elements of fair tests and considering the safe use of materials and equipment
AC9S3I03 Follow procedures to make and record observations, including making formal measurements using familiar scaled instruments and using digital tools as appropriate
AC9S3I04 Construct and use representations, including tables, simple column graphs and visual or physical models, to organise data and information, show simple relationships and identify patterns
AC9S3I05 Compare findings with those of others, consider if investigations were fair, identify questions for further investigation and draw conclusions
AC9S3I06 Write and create texts to communicate findings and ideas for identified purposes and audiences, using scientific vocabulary and digital tools as appropriate
AC9S4I01 Pose questions to explore observed patterns and relationship and make predictions based on observations
AC9S4I02 Use provided scaffold to plan and conduct investigations to answer questions or test predictions, including identifying the elements of fair tests and considering the safe use of materials and equipment
AC9S4I03 Follow procedures to make and record observations, including making formal measurements using familiar scaled instruments and using digital tools as appropriate
AC9S4I04 Construct and use representations, including tables, simple column graphs and visual or physical models, to organise data and information, show simple relationships and identify patterns
AC9S4I05 Compare findings with those of others, consider if investigations were fair, identify questions for further investigation and draw conclusions
AC9S4I06 Write and create texts to communicate findings and ideas for identified purposes and audiences, using scientific vocabulary and digital tools as appropriate
Technologies
AC9TDE4K02 Describe how forces and properties of materials affect function in a product or system
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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:
Technologies
AC9TDE4K02 Describe how forces and properties of materials affect function in a product or system
AC9TDE4P03 Select and use materials, components, tools, equipment and techniques to safely make designed solutions
Science
AC9S3I01 Pose questions to explore observed patterns and relationship and make predictions based on observations
AC9S3I02 Use provided scaffold to plan and conduct investigations to answer questions or test predictions, including identifying the elements of fair tests and considering the safe use of materials and equipment
AC9S3I03 Follow procedures to make and record observations, including making formal measurements using familiar scaled instruments and using digital tools as appropriate
AC9S3I04 Construct and use representations, including tables, simple column graphs and visual or physical models, to organise data and information, show simple relationships and identify patterns
AC9S3I05 Compare findings with those of others, consider if investigations were fair, identify questions for further investigation and draw conclusions
AC9S3I06 Write and create texts to communicate findings and ideas for identified purposes and audiences, using scientific vocabulary and digital tools as appropriate
AC9S4I01 Pose questions to explore observed patterns and relationship and make predictions based on observations
AC9S4I02 Use provided scaffold to plan and conduct investigations to answer questions or test predictions, including identifying the elements of fair tests and considering the safe use of materials and equipment
AC9S4I03 Follow procedures to make and record observations, including making formal measurements using familiar scaled instruments and using digital tools as appropriate
AC9S4I04 Construct and use representations, including tables, simple column graphs and visual or physical models, to organise data and information, show simple relationships and identify patterns
AC9S4I05 Compare findings with those of others, consider if investigations were fair, identify questions for further investigation and draw conclusions
AC9S4I06 Write and create texts to communicate findings and ideas for identified purposes and audiences, using scientific vocabulary and digital tools as appropriate
“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. ”
READY TO MOVE ON TO EPISODE FIVE?
CLICK ON THE CRAB BELOW!
