Do you remember how to spin magic?

Do you remember which side is the ocean side and the lagoon side?

Have you got your canoe? Have the teachers set up a different kind of canoe?

All sitting in your canoe and ready to go?

WHERE IS KINOIA? Did she get put into something?

Theme: All together now
In an open space suitable students make groups of three.
One student stands in the middle of the two students. This student is the canoe.
The other two students face the canoe student. These two students are the ocean.
The ocean students join hands, so the canoe student is encased by their arms.
Once groups are created, a remaining student or teacher, the ‘caller’ calls one of three things:
- Canoe – the canoe students leave their ocean (ocean students keep holding hands) and find a new ocean (set of two students holding hands)
- Ocean – the ocean students stop holding hands and independently find a new canoe to stand with and wait for another ocean student to join them and hold hands
- Heavy rain – Canoe and ocean students all leave each other find a new group to form.
However, canoe students must remain as canoes and ocean students must remain as the ocean.
Once the call is made, the caller immediately joins in the game. For example, if the caller calls:
- canoe, they can move into a canoe position between two ocean students.
- ocean, they can hold hands with another ocean student.
- heavy rain, they can become a canoe or an ocean student.
This results in a canoe or ocean student missing out on a spot in a group. This student then becomes the caller, and the game begins again.
CURRICULUM LINKS:
Health and Physical Education
AC0HPFM02 Experiment with different ways of moving their body safely and manipulating objects and space.
The Arts / Drama
AC9ADRFD01 Use play, imagination, arts knowledge, process and/or skills to discover possibilities and develop ideas.

“The first thing you notice when visiting Kiribati are the kids. Kids everywhere: babies on the breast, toddlers on the hip and hundreds of school kids running along the road. Running, playing, swimming and laughing.

Kids are always within sight: on the back of trucks, high up in the coconut trees and playing in the puddles left over from the recent rains or high tides.

In the longest stretches of puddles, it is a safe bet that a mini sailboat competition will be taking place. A huddle of small brown bodies, all crowded around a collection of vessels bobbing on top of an unsteady pool of water. 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. On the other hand, perhaps it’s not a surprise that these small, improvised boats are constructed with such engineered consideration.

http://lindsaymagazine.co/kiribati-te-wa/

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. Co-creator of ‘The Flying Canoe’, Marita Davies describes the significance of the game in the text above.
Using materials found in the classroom, invite students:
- to make their own boat and test its ability to sail.
- make predictions about what materials might make the best sailing boat.
- discuss the outcomes of their findings.
Take photos of the boats that could be used later for students to send to children in Kiribati.
CURRICULUM LINKS:
Science
AC9SFU02 Describe how objects move and how factors including their size, shape or material influence their movement.
AC9SF101 Pose questions and make predictions based on experiences.
AC9SF102 Engage in investigations safely and make observations using their senses
Design and Technologies
AC9TDEFP01 Generate, communicate and evaluate design ideas, and use materials, equipment and steps to safely make a solution for a purpose.

EPISODE FIVE

Pre-episode prep:

o One handled object/group for a gift to the spirit.

o Re-position the other gifts previously left for the Spirit of the Lagoon side, the Spirit of the

South and the Spirit of the Ocean side. They will be needed to be used by the students

and you as oars to sail the canoe at the end of episode 4.

o Set up canoe

 Check everyone’s place in the canoe

 Check navigation

o Check you have Nei Kinoia?

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Let’s go!

While Marita and Tahli were away in Kiribati, Marita’s daughter, Matari kept a diary of her adventures (link to pages of the diary)
Like Matari, students can use the adventure journal template attached (link) to draw and/or write an immediate response to the episode.
- After each episode, students can add to their journal so at the end of ‘The Flying Canoe’ adventure, students have a collection of their experience in Kiribati.
- Students can also use the journal as a workbook to add their responses to the learning experiences.
- Share responses with teacher, elbow buddy, table group, and class.
Themes: Kiribati singing is the best sound in the world; All together now
As a class, in small groups or with a partner students brainstorm songs from their own culture,
that are passed down through generations to tell stories. Also ask students to identify if these
songs are sung in special buildings or locations. Western culture examples include:
o Nursery rhymes such as Mary Had a Little Lamb
o Bush ballads like Once a Jolly Swagman
o The Australian national anthem
 If possible, play or have students sing a selection of the songs that students have identified,
with students explaining:
o what stories the songs tell.
o why the songs are important to their culture.
o who taught them the song.
o where the song is sung and why this place is important to their culture.
 Why are these places special?
 How are these places looked after?
 Note to teacher: To respectfully explore Aboriginal song, please build relationships with students
and parents in your classroom and connect with your Aboriginal and Torres Strait Islander
community. Dr Terri Janke’s book, True Tracks provides clear guidelines to respectfully
incorporate Aboriginal and Torres Strait island culture and knowledge into your classroom.
Janke, T. (2021). True Tracks : Respecting Indigenous Knowledge and Culture (1st ed.). NewSouth Publishing.
 Ask students if they can remember how Nei Kinoia described Kiribati singing in Episode 1? (
The happiest sound in the world.)
 Explain to students that song and music is similarly important to Kiribati people, who use songs
to pass stories through their generations. There are some new songs created in Kiribati culture,
but there are songs that have been around for a really long time meaning that Kiribati people’s
grandparents, grandparents, grandparents knew exactly the same song. Possibly play
accompanying video which may cover:
o Why is music and singing important in Kiribati people?
o How do Kiribati people make music and song?
o How does singing make Kiribati people feel?
o What instruments are used in Kiribati music?
o Shows the Maneaba (note to self: have mentioned Maneaba before Episode 2 so in final
draft will confirm where Maneaba will feature) and explains its significance.
 Discuss as a class:
o How do Kiribati people use their facial expressions, gestures and other ways of using
their voice communicate these feelings?
o What students feel when they hear Kiribati singing?
o Did they notice if Kiribati people sang on their own or in groups? (explain to students that
Kiribati people always sing with other community members)
 How does Kiribati’s community celebrations compare to their own families’
celebrations/commemorations?
 Ask students if they remember the song that was sung in this final episode of ‘The Flying
Canoe’? (it was a song about the moon).
o Using the link, as a class to learn the moon song (23.47mins) remembering that singing
is a community activity.
o Depending on the students’ musicality, you could sing the song in rounds and/or add
simple movement to the song.
o Students may like to present the song on assembly or visitors to the class.
Theme: All together now
Warm-up: Can we take a family photo?
In groups of 5 students, create a still image or ‘photograph’ of a family who likes to, for example:
- Bake
- Fly kites
- Play video games
- Ride their bikes
- Go to the beach
You could write each of the family activities on a card and allocate an activity card to each group, asking students to keep their family activity a secret until after they have presented their family photo to the class.
 Encourage students to:
- Clearly identify who they are in the family photo, that is, their character. For example, child, parent, grandparent etc.
- Use facial expression, movement, and space to:
  - convey their character
  - show how their character feels about being in a family who for example, likes to bake (their character might really like baking, or they might just do it because everyone else in the family does!)
  - show how their character feels about other family members
Students share their ‘family photograph’ and ask students watching to verbally and/or in written form guess:
- what the family liked to do
- who were the family members portrayed in the photo
- what were the relationships between the family members.
Ask students to explain their reason for their guess, using Drama language, such as use of facial expression, movement and space.

TABUIA’S HOUSE

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As a class watch interview and tour of Tabua’s house.
As a class make a table to discuss and document the differences and similarities between students’ family life and dwellings and family life and dwellings in Kiribati.
In small groups or as a class, students:
- Think of a job they have at home. For example, emptying the dishwasher, putting the bins out for collection, or cleaning their room.
- Taking a turn at a time using no words (but can use sound effects!), students act out their job for other students to guess.
- The Student who correctly guessed the job can have the next turn.