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
AC9S5U01 Examine how particular structural features and behaviours of living things enable their survival in specific habitats
AC9S6U01 Investigate the physical conditions of a habitat and analyse how the growth and survival of living things is affected by changing physical conditions
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
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.
If working individually or in groups, share findings with class.
How can we look after the older members of our family and community?
Discuss and investigate how older members of families are cared for in your own families and within the community more broadly.
Present a persuasive multimodal oral presentation or participate in a debate that argues a topic that addresses the existence of aged care facilities and considers alternative ways to care for the elders in your community.
CURRICULUM LINKS:
English
AC9E5LA01 Understand that language is selected for social contexts and that it helps to signal social roles and relationships
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
AC9E6LY07 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
Health and Physical Education
AC9HP5P04 Describe and demonstrate how respect and empathy can be expressed to positively influence relationships
AC9HP6P01 Explain how identifies can be influenced by people and places, and how we can creative positive self-identities
HASS
AC9HS5S01Develop questions to investigate people, events, developments, places and systems
AB9HS5S02 Locate, collect and organise information and data from primary and secondary sources in a range of formats
AB9HS5S03 Evaluate information and data in a range of formats to identify and describe patterns and trends, or to infer relationships
AB9HS5S05 Develop evidence-based conclusions
AC9HS6S01Develop questions to investigate people, events, developments, places and systems
AB9HS6S02 Locate, collect and organise information and data from primary and secondary sources in a range of formats
AB9HS6S03 Evaluate information and data in a range of formats to identify and describe patterns and trends, or to infer relationships
AB9HS6S05 Develop evidence-based conclusions
The Arts / 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 drama
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
-
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:
The Arts / Drama
AC9ADR6E01Explore ways that the elements of drama are combined to communicate ideas, perspectives and/or meaning in drama across cultures, times, places and/or other contexts
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
AC9S5I01 Pose investigable questions to identify patterns and test relationships and made reasoned predictions
AC9S5I02 Plan and conduct repeatable investigations to answer questions, including, as appropriate, deciding the variable to be changed, measured and controlled in fair tests, describing potential risks, planning for the safe use of equipment and materials; and identifying required permissions to conduct investigations on Country/Place
AC9S5I03 Use equipment to observe, measure and record data with reasonable precision, using digital tools as appropriate
AC9S5I04 Construct and use appropriate representations, including tables, graphs and visual or physical models, to organise and process data and information and describe patterns, trends and relationships
AC9S5I05 Compare methods and findings with those of others, recognise possible sources of error, pose questions for further investigation and select evident to draw reasoned conclusions
AC9S5I06 Write and create texts to communicate ideas and findings for specific purposes and audiences, including selection of language features, using digital tools as appropriate
AC9S6I01 Pose investigable questions to identify patterns and test relationships and made reasoned predictions
AC9S6I02 Plan and conduct repeatable investigations to answer questions, including, as appropriate, deciding the variable to be changed, measured and controlled in fair tests, describing potential risks, planning for the safe use of equipment and materials; and identifying required permissions to conduct investigations on Country/Place
AC9S6I03 Use equipment to observe, measure and record data with reasonable precision, using digital tools as appropriate
AC9S6I04 Construct and use appropriate representations, including tables, graphs and visual or physical models, to organise and process data and information and describe patterns, trends and relationships
AC9S6I05 Compare methods and findings with those of others, recognise possible sources of error, pose questions for further investigation and select evident to draw reasoned conclusions
AC9S6I06 Write and create texts to communicate ideas and findings for specific purposes and audiences, including selection of language features, using digital tools as appropriate
Technologies
AC9TDE6K05 Explain how characteristics and properties of materials, systems, components, tools and equipment affect their use when producing designed solutions
-
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:
Science
AC9S5I01 Pose investigable questions to identify patterns and test relationships and made reasoned predictions
AC9S5I02 Plan and conduct repeatable investigations to answer questions, including, as appropriate, deciding the variable to be changed, measured and controlled in fair tests, describing potential risks, planning for the safe use of equipment and materials; and identifying required permissions to conduct investigations on Country/Place
AC9S5I03 Use equipment to observe, measure and record data with reasonable precision, using digital tools as appropriat
AC9S5I04 Construct and use appropriate representations, including tables, graphs and visual or physical models, to organise and process data and information and describe patterns, trends and relationships
AC9S5I05 Compare methods and findings with those of others, recognise possible sources of error, pose questions for further investigation and select evident to draw reasoned conclusions
AC9S5I06 Write and create texts to communicate ideas and findings for specific purposes and audiences, including selection of language features, using digital tools as appropriate
AC9S6I01 Pose investigable questions to identify patterns and test relationships and made reasoned predictions
AC9S6I02 Plan and conduct repeatable investigations to answer questions, including, as appropriate, deciding the variable to be changed, measured and controlled in fair tests, describing potential risks, planning for the safe use of equipment and materials; and identifying required permissions to conduct investigations on Country/Place
AC9S6I03 Use equipment to observe, measure and record data with reasonable precision, using digital tools as appropriate
AC9S6I04 Construct and use appropriate representations, including tables, graphs and visual or physical models, to organise and process data and information and describe patterns, trends and relationships
AC9S6I05 Compare methods and findings with those of others, recognise possible sources of error, pose questions for further investigation and select evident to draw reasoned conclusions
AC9S6I06 Write and create texts to communicate ideas and findings for specific purposes and audiences, including selection of language features, using digital tools as appropriate
Technologies
AC9TDE6K05 Explain how characteristics and properties of materials, systems, components, tools and equipment affect their use when producing designed solutions
“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!
