Study Guide and Teacher’s Manual for - UNESCO · This book resource builds on Edvard Hviding, ......

Reef and Rainforest

Study Guide andTeacher’s Manual for

An Environmental Encyclopedia and Wiki of Marovo Lagoon, Solomon Islands

An Open Education Resource Project

Written by Edvard Hviding

Local and IndigenousKnowledge Systems

United NationsEducational, Scientific and

Cultural Organization

Marovo TM Lessons E 2015.indd 1 10/08/15 16:55

The author of Reef and Rainforest and of this Study Guide and Teacher’s Manual, Edvard Hviding, is professor of social anthropology at the University of Bergen, Norway. Since 1986, he has carried out more than 23 years of field research in the Marovo Lagoon of Solomon Islands, where to this day he continues his work with the Marovo people. Reef and Rainforest, an encyclopedia of the local knowledge of the coral reef and rainforest environments of the lagoon, was written and published upon the Marovo people’s request. It is hoped that it will encourage young Solomon Islanders to continue to learn from the knowledgeable men and women of their villages, and that it may serve as a catalyst for similar undertakings in the Pacific Islands or elsewhere. Reef and Rainforest is the first publication in UNESCO’s Knowledges of Nature series. This book resource builds on Edvard Hviding, 2010. Study Guide and Teacher’s Manual: Reef and Rainforest – An Environmental Encyclopedia of Marovo, Lagoon Solomon Islands – A Pilot Project in Vernacular Environmental Education for the Pacific Islands. UNESCO: Paris, 40 pp.

This UNESCO publication is a collaborative effort of theNatural Science and Communication & Information sectors of UNESCO in Paris and Apia

Marovo Based Coordinator CoordinatorBrian Bird

FacilitatorsBrian Bird, Teanau Tuiono, Aseri Yalangono & David Leeming

Patukae Editorial TeamAseri Yalangono, Fensal Fate, Teanau Tuiono, Redley Manu, Logan Tuni, Delilah Hagety & Loiley Nonga

Design & ProductionJulia Cheftel

Photography Edvard Hviding, Teanau Tuiono, Delilah Hagety, Fensal Fate, Loiley Nonga, Jackson Busu & Patukae Community High School

Printed in 2015 by the United Nations Educational, Scientific and Cultural Organization (UNESCO), 7 Place de Fontenoy, 73752 Paris 07 SP, France

© The People of Marovo and Edvard Hviding

The designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or its authorities, or concerning the delineation of its frontiers or boundaries. The authors are responsible for the choice and the presentation of the facts contained in this text and for the opinions expressed therein, which are not necessarily those of UNESCO and do not commit the Organization.

For further information please contact

Douglas NakashimaSmall Islands and Indigenous Knowledge SectionUNESCO – 1, rue Miollis, 75732 Paris Cedex 15 FranceEmail: [email protected]

The contents of this resource is made available as Open Access under the Creative Commons Attribution-ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) license (http://creativecommons.org/licenses/by-sa/3.0/igo/)

This book should be cited as

Study Guide and Teacher’s Manual: Reef and Rainforest – An Environmental Encyclopedia and Wiki of Marovo Lagoon, Solomon Islands – An Open Education Resource Project. 2015. UNESCO: Paris, 48 pp.


Reef and Rainforest

Study Guide andTeacher’s Manual for

An Environmental Encyclopedia and Wiki of Marovo Lagoon, Solomon Islands

An Open Education Resource Project

Local and IndigenousKnowledge Systems

United NationsEducational, Scientific and

Cultural Organization


View of Marovo Lagoon from the peak of Marovo Island

Children at Duvaha Primary School, northern Marovo

The famous Bili Passage has always been the point of entry for seafarers approaching the Marovo Lagoon from the east


CONTENTS

INTRODUCTION 4

PART ONEBACKGROUND 7

PART TWO TEACHING AND LEARNING RESOURCES: 11 • SOLOMON ISLANDS PRIMARY SCIENCE SYLLABUS • THE MAROVO ENCYCLOPEDIA AND WIKI

PART THREELESSON PLANS FOR TEACHERS USING THE SOLOMON ISLANDS SCHOOL CURRICULUM FRAMEWORK 19

PART FOURLEARNERS’ EXEMPLARS: EXAMPLES FROM MAROVO 41


Study Guide and Teacher’s Manual

4

In January 2005, UNESCO’s LINKS programme (Local and Indigenous Knowledge Systems) published the book Reef and Rainforest: An Environmental Encyclopedia of Marovo Lagoon1 by Edvard Hviding, henceforth referred to as the Encyclopedia. Further details about the book and its role in the LINKS programme can be found at: www.unesco.links

In 2010 the Encyclopedia was put online in a Wiki format, in Marovo and English languages, as an Open Educational Resource2 supported by a series of workshops which added new entries and adapted many of the original entries. Found at www.marovo.org, local contributions to the wiki were made in various digital formats. Under the guidance of Principal, Patukae Community High School, Brian Bird and Under Secretary, Ministry of Education and Human Resource Development, Aseri Yalangono, and with support from UNESCO, training was given to the teachers on how to manage with their students, educational activities that generate content. This was done through the drafting of lesson plans during the workshops, using tools that support the on-going development of the Marovo wiki. The project harnesses the connections between communication and information, education, and cultural and biological diversity, enhancing the capacity of local communities to transmit local environmental knowledge using online communication tools.

The lesson plans in this Teacher’s Guide provide information and serve as examples that illustrate ways in which teachers can make use of the Environmental Encyclopedia of Marovo Lagoon and its associated Wiki in schools and community education. These Marovo resources are an outcome of an initiative by the Marovo Lagoon people.

INTRODUCTION

1. Knowledge of Nature Series No. 1; 248pp; illustrated introduction; 10 chapters; 1,211 entries in Marovo and English – many with scientific identifications; indexes of scientific, Marovo, Hoava and Vangunu names; colour photographs; maps.

2. Open Educational Resources (OERs) are any type of educational materials that are in the public domain or introduced with an open license. The nature of these open materials means that anyone can legally and freely copy, use, adapt and re-share them.


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Introduction

UNESCO funded the original Encyclopedia and the original Study Guide and Teacher’s Manual along with the development of the Encyclopedia in Wiki format aimed at supporting environmental education based on local knowledge and carried out in the vernacular languages of the Pacific Islands.

This teacher’s guide is organised into four parts:PART ONEProvides information on the Marovo region and raises issues related to incorporating Indigenous Knowledge perspectives into the formal science curriculum.PART TWOIntegrating Indigenous Knowledge into the National Curriculum. Gives some practical advice on how to use the Encyclopaedia and the associated Wiki. It provides a basic outline that illustrates how indigenous Marovo knowledge can be taught within the current Science Framework while still retaining a perspective that remains distinctly Marovo.PART THREEProvides examples of Science Lesson Plans that link with the Solomon Islands Science Syllabus Years 3, 4 and 6 focusing on one sub-strand in each year that has a direct connection to subject matter in the Marovo resourcesThese lesson plans were developed, trialled and used during the workshops held at Patukae Community High School between 2010–2012.PART FOURProvides a number of Learners Exemplars, provided by learners at primary and secondary schools in the Marovo Lagoon. It gives examples of the type of work teachers should expect from their students.

Students using One-Laptop-per-Child computers to identify different species during a Marovo wiki workshop



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Illustration from an assignment submitted during the UNESCO–LINKS Pilot Project trials for the Encyclopedia in Marovo (2005), by Jastin Hoala, Standard 4, Tamaneke Primary School.

Note the close attention given to reef organisms and their names.

Hinabu topa: catching the bumphead parrotfish


PART ONE

BACKGROUND

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Located in the tropical south-western Pacific, the Marovo Lagoon is one of the world’s largest coral lagoons. It is formed by a globally unique elevated barrier reef, which is intersected by passages to the open sea. The lagoon and barrier reef cover an area of about 700 square kilometres, and are backed by New Georgia, Vangunu and Gatokae, three forested, mountainous volcanic islands with extinct craters and limestone peaks. The Marovo barrier reef extends for about 100 kilometres from Gatokae in the southeast, along the northern coasts of Vangunu and New Georgia to Kalikolo/Kusaghe in the northwest. In its eastern parts this barrier reefs forms a double chain of raised narrow islands, with tall cliffs facing the ocean and dense mangroves fringing the wide, deep waters of the lagoon. By 2008, about 13,000 people lived in villages scattered throughout the coasts of the volcanic islands and barrier reef of the Marovo Lagoon area. The Marovo people have occupied their lagoon and surrounding lands for thousands of years and have a famous history of overseas canoe travel for warfare and trade. More recently, the Marovo Lagoon is known as a ‘hot-spot’ of biological diversity, and a number of international conservation organizations have worked in the area to attempt to counter the environmental challenges posed by the operations of an increasing range of transnational resource extraction companies since the 1990s. These challenges relate in particular to widespread logging of the rainforest by logging companies, with the frequently contested permission of customary landowners and often with unexpected environmental devastation as a result. This places high pressure on certain marine resources exploited for cash, for example, through the international trade for live reef fish. Meanwhile, the Marovo people have pursued their own paths

Background to the Marovo Lagoon and its people


Part 1: Background

9

of rural development, which over the years have included a number of local initiatives in the domains of forestry, fisheries, conservation and education.

Map: The New Georgia group of Solomon Islands, showing the location of the Marovo Lagoon and the extent of its barrier reef from Gatokae to Kusaghe.

RANONGGA

SIMBO

TETEPARE

GATOKAE

GHIZO

156° 30’ E

0 20 40km

157° 00’ E 157° 30’ E 158° 00’ E

8° 00’ S

8° 30’ S

Gizo

Munda

KOLO-BANGARA

Marovo Lagoon

VonavonaLagoon

Roviana Lagoon

RENDOVA

NEW GEORGIA

VELLALAVELLA

Noro

Seghe

Ringgi•

•

•

•

•VANGUNU

Kalikolo

Bareke

Kalivarana

Kusag

he

Roviana

Vangunu



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RANONGGA

SIMBO

TETEPARE

GATOKAE

GHIZO

156° 30’ E

0 20 40km

157° 00’ E 157° 30’ E 158° 00’ E

8° 00’ S

8° 30’ S

Gizo

Munda

KOLO-BANGARA

Marovo Lagoon

VonavonaLagoon

Roviana Lagoon

RENDOVA

NEW GEORGIA

VELLALAVELLA

Noro

Seghe

Ringgi•

•

•

•

•VANGUNU

Kalikolo

Bareke

Kalivarana

Kusag

he

Roviana

Vangunu

Ramata

Duvaha

Tamaneke

HinakoleChubikopi

Patukae

Vakabo

The schools that participated in the Pilot Project are shown on this map


PART TWO

TEACHING & LEARNING RESOURCES

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The extraordinary biological diversity of the Marovo Lagoon is reflected in a rich repertoire of environmental knowledge among the people of the area. People who live in villages in continuous contact with the surrounding environment on which their everyday lives depend have very detailed knowledge of that environment. Much research in recent years has concentrated on the documentation of such local or indigenous environmental knowledge. It is often argued that knowledge of this kind, although usually unwritten, may be equal to Western science or even surpass what scientists know.

Over innumerable generations, the Marovo people have built up their own rich store of knowledge of the sea and the land, of the reef and the rainforest.

Recognizing the Indigenous Knowledge of the Marovo Lagoon People

Indigenous knowledge expert Vincent Vaguni working with a teacher to identify different plants that can be used during lessons


Part 2: Resources

13

This is the Marovo people’s own science. And part of this knowledge is documented in Reef and Rainforest: an Environmental Encyclopedia of Marovo Lagoon.

The recognition that local and indigenous peoples have their own ecological understandings, conservation practices and resource management goals has important implications. It transforms the relationship between biodiversity managers and local communities. While previously they were perceived simply as resource users, indigenous peoples are now recognised as essential partners in environmental management.

The Marovo Encyclopaedia resources have more than 1,200 entries, each of which takes as its starting point a known Marovo name for a living organism or an environmental feature. Look at the Marovo title of the book: Kiladi oro vivineidi ria tingitonga pa idere oro pa goana pa Marovo. It means ‘Names and stories of the things of the sea and of the forest in Marovo’: it is the names that point to the stories. Each of these stories then has an entry given in both the Marovo language and English. The English entries are not translations of the Marovo entries, nor vice versa. Instead, the Marovo entries contain information intended for a local Marovo audience, including items of knowledge that can only be understood through the Marovo language and the everyday experience of the Marovo environment. The English entries (many of which include tentative scientific identification) are intended to be informative for non-Marovo readers who may be interested in the Marovo

‘Erebachi’: one of the images captured during the workshops



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Lagoon and Marovo people’s knowledge of it, either specifically, or as an example of Indo-Pacific biological diversity and Pacific Islands environmental knowledge. This is in line with the wish of the Marovo people that the wider world should be informed about the Marovo Lagoon and the knowledge about the lagoon and its environments held by its people.

The same content is also available online in WIki format at the Marovo wiki www.marovo.org a web site which enabled Marovo based teachers to add, modify, or delete content in collaboration with others. Text is usually written using a simplified markup language or a rich-text editor. While a wiki is a type of content management system, it differs from a blog and most other such systems in that the content is created without any defined owner or leader. Wikis have little implicit structure, allowing structure to emerge according to the needs of the users. Participants in the workshops have expanded the entries by refining and adding text and images.

Teachers taking pictures for the Wiki


Part 2: Resources

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Integrating Indigenous Knowledge into the National Curriculum

Teaching and Learning Resources

This book has been written to support the Solomon Islands Primary Science syllabus with a focus on the ‘Life and Living’ strand for Years 3 and 4 and the ‘Living and Learning’ strand for Year 6. it has example Lesson Plans that have been used and trialled during workshops in the Marovo Lagoon area to show how Marovo science can be incorporated into formal school Teaching and Learning.

The Teacher’s Guides and associated Learner’s Books3 that are referenced in this book have been distributed around the Marovo Lagoon and other regions around the Solomon Islands. They represent the current approach of the Ministry of Education and Human Resources Development and the new curriculum for Basic Education from Years 1 to 9 from the Curriculum Development Division. This outcomes-based approach to learning is based on the needs of the learners rather than the needs of the subject. The emphasis is not on the traditional content of the subject, but on choosing those elements for the subject that will be useful and valuable to learners. The curriculum is learner-centred rather than subject-centred.

The syllabus are organised into Strands with the collated focussing strands4 that have direct relevance to the environment of the Marovo Lagoon which can utilise the Encyclopaedia and associated wiki. The Marovo encyclopaedia and wiki can also be used in other curriculum areas. In this respect an example from the Social Studies syllabus is included. The lesson plan format is identical to the one used in workshops by the Ministry of Education and Human Resources Development and the Curriculum Development Division. However,

3. For each curriculum area and for each year there is a prescribed Teacher’s Guide and Learner Book. Teachers now in the Solomon Islands must now teach from these texts. our approach has been to fit in the work we have been doing in with what the Ministry has developed.4. Each book has strands that break up the work in the book. things like Learning and Living. particularly from Year 3 and up. its more general with the younger learners. where these are relevant they are mentioned in the lesson plans.



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additional fields have been included in order to show how a Marovo perspective can be incorporated into the lesson. This lesson plan format will be familiar to teachers in the Solomon Islands and is included in the appendix of those syllabi that have been published so far.

Teaching methods

These suggestions supplement those provided in the Solomon Islands Syllabus Teacher’s Guides.

Bringing local knowledge experts and using mother tongue languages in school should be encouraged when possible along with working in partnership with the community.

Also learners should be encouraged to:

• work closely with class sets of the Encyclopedia or access the online version. They should be encouraged to take notes while studying, and take the notes home with them to discuss with parents, grandparents, and others.

• bring to school samples, for example, of leaves, flowers or seeds of plants, seashells or fishing gear. These can then be used together with the Marovo resources to promote discussion in class.

• to do their own small research programmes, by collecting information on and writing about a particular fish, bird, plant or something else.


Part 2: Resources

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Fieldwork and excursions

Fieldwork means any work outside the classroom. This helps learners to link classroom learning to real world experience outside the classroom. Here learners learn to apply the skills of observation, investigation and interviewing as a means of collecting information about a topic for themselves. To ensure an effective and successful outcome you must consider important aspects of fieldwork such as good classroom preparation and planning, the best way to carry out actual work in the field and follow-up work in the classroom. This means you must go and look at the area you plan to do fieldwork in before you do it, and decide exactly what you want learners to observe and do when they go there.

Guest speakers

Asking people from outside the school with specialised knowledge and skills on a particular topic to speak to the learners is one way of altering the normal classroom teaching and learning. Through this process, learners will appreciate the importance of the specialised knowledge that people in the community have.



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PART THREE

LESSON PLANS


3

PART THREE

LESSON PLANS



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Lesson plans supporting Indigenous Knowledge in the Solomon Islands curriculum framework

These lesson plans are designed to link the resource book Reef and Rainforest an Environmental Encyclopedia of Marovo and/or its associated wiki, with the formal Solomon Islands Curriculum Framework. The collation of lesson plans are licensed as Open Educational Resources. The open nature of these lesson plans allows people to freely and legally copy, use, adapt and further share their adaptations. Potential users include motivated teachers from other schools in the Solomon Islands or any school in the world who are interested in knowing how to effectively teach environmental concepts through an Indigenous Knowledge perspective. With this set of Lesson Plans we focus on the Science syllabi and in particular Years 3, 4 and 6. The intention is that these can be duplicated or adapted to suit the needs of other teachers. They are meant as examples. An additional example illustrates how the Marovo Resources can be used in the Social Studies context. The Lesson Plans follow the format presented to the participants of the UNESCO Open Education Resources workshops organized by the Solomon Islands Curriculum Development Division. These should be familiar to teachers in the Solomon Islands. Additional fields have been added to these lesson plans to show how to integrate a Marovo perspective. These lesson plans have been ordered according to year and can be photocopied or adapted to use in other class situations.


Part 3: Lesson Plans

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Teachers preparing lesson plans



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Lesson Plan 1Name of School: Class Teacher:

Year: 6Subject: Science

Lesson Title: Similarities and Differences in different types of fish

Date:

Learning OutcomeBy the end of this lesson student should be able to create models or representations of different fishes

Link to Solomon Islands Primary Science Syllabus Year 6: Living and Learning• Variation in living things• Similarities and differences of living things

Marovo References: Refer to Reef and Rainforest Encyclopedia, E. Hviding• ‘Fish and other swimming creatures of sea and river’

Introduction• Start the lesson with a custom story or song about fish• or story of a fishing trip (numbers and types of fish caught)

Teacher Activities:• Pose a question to the class; Can we make a model of a fish?• Teacher demonstrate using the fish, as a possible example using wet clay – or other materials – to shape it into a fish model• Have them work in groups to create models of any species from the sea using clay or other art materials

Learner Activities:• Observe the teacher creating a model of a fish• In a group, learners work on models of fish that they are familiar with• Get the learners to display their art in a display area

Conclusion• State the differences and similarities, which are important to fishes• State the differences and similarities, which are important to other living things

Learner Evaluation The students can explain why the similarities and differences in living things are important



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Lesson Title: Animals are categorized in what they eat

Date:

Learning OutcomeBy the end of this lesson student should be able to categorize the type of animals through what they eat, i.e carnivore, herbivore and omnivore

Link to Solomon Islands Primary Science Syllabus Year 6: Living and Learning• Variation in living things• Food Chain

Marovo References: Refer to Reef and Rainforest Encyclopedia, E. Hviding1. Use these sections to identify species that are used as food sources• Plants of forest and gardens• Corals, stones and other things that grow on the reef2. Use these sections to identify animals that rely on those food sources• Snakes and all kinds of four-legged animals of the land• Fish and other swimming creatures of sea and river

IntroductionMake a list of different animals in your local environment

Teacher Activities:• Ask the class to identify animals from their local area and identify their food sources• Discuss with the learners what animals need to live• If possible take them to the forest or to the sea with a knowledgeable man or woman of the village to talk about creatures from that area• Divide the class into two groupsGroup 1: Discuss and list what creatures of the sea need to live in that environmentGroup 2: Discuss and list what creatures of the land need to survive• Ask the 2 groups to prepare presentation of their findings

Learner Activities:• In their groups identify at least 5 animals in the local area and their food sources• Apart from food sources discuss and list what else creatures from their allocated area need to survive

ConclusionGet the groups to report back to the class their findings

Learner Evaluation The students can identify different animals and their food sources – carnivore, herbivore and omnivore



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Lesson Title: Adaptations

Date:

Learning OutcomeBy the end of this lesson student should be able to know that different types of beaks are examples of birds adapting to their environment to survive

Link to Solomon Islands Primary Science Syllabus Year 6: Living and Learning• Variation in living things• Adaptions

Marovo References: Refer to Reef and Rainforest Encyclopedia, E. HvidingRefer and use pictures of birds in this section: Birds and Bats

IntroductionPose questions or discussions to the class• How people might adapt to survive in storms or other emergency situations?• How might birds also adapt to in similar situations?

Teacher Activities:• Show the learners pictures of different birds with different types of beaks• Have a range of beaks that have different purposes eg Fishing, used to catch small animals, used to eat insects and used to get nectar from flowers• Get them to discuss in groups different types of bird beaks from the section Birds and Bats• Ask them to draw different types of beaks and write sentences about them in their mother tongue

Learner Activities:• In groups look at pictures of different birds classify and discuss which type of beak is most useful for: ° Collecting nectar ° Eating insects ° Catching fish• Draw different types of beaks in their exercise books and write a paragraph about each of them in their mother tongue

ConclusionSelect 3 or 4 of the best examples in the class of explanation and drawing and ask those students to present their work

Learner Evaluation Draw a beak type of a bird and explain what type of food does the bird catch to eat?



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Lesson Title: Animal behavior – animal camouflage

Date:

Learning OutcomeBy the end of this lesson, learners should be able to:• Recognize the importance of animal behaviours that protect them from their predators – ‘animal camouflage’

Link to Solomon Islands Primary Science Syllabus Year 6: Living and Learning• Variation in living things• Animal Behaviour

Marovo References: Refer to Reef and Rainforest Encyclopedia, E. Hviding1. Snakes and all kinds of four-legged animals of the land2. Birds and Bats

Introduction • Teacher explain the activity during the Field Trip• Look at an insect / a familiar animal that can camouflage itself in order for the learners to understand the concept

Teacher Activities:• Take the learners to a nearby bush area to observe animals focusing on how their habits may help them to survive in that environment• Discuss what are some of their features focussing on those that help the animals to feed and survive• Ask the students to select an animal to draw in their exercise books, listing the different features

Learner Activities:• Observe an animal that is referenced in the Encyclopaedia. Look at all of the features of the animal and think about how each one helps it to survive• In their exercise books draw and label the different features of the selected animal

ConclusionSelect some of the best student work and ask them to share their work with the class highlighting key features of the selected animal

Learner Evaluation Learners can list down some of the features and behaviours that allow the animal to catch food and also those that help it to avoid danger



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Lesson Title: Parents and babies

Date:

Learning OutcomeBy the end of this lesson, learners should be able to:• Observe, identify and list common features seen in parents and their children

Link to Solomon Islands Primary Science Syllabus Year 6: Living and Learning• Variation in living things• Parents and babies, Learner’s Book Activity 12 and 13

Marovo References: Refer to Reef and Rainforest Encyclopedia, E. Hviding1. Snakes and all kinds of four-legged animals of the land2. Birds and Bats3. Plants of forest and gardens4. Insects, spiders, centipedes and similar things

Introduction Take the class to a nearby area where they can observe an animal and its baby(ies)/offsprings that is in the Marovo Reef and Rainforest encyclopedia

Teacher Activities:• Teacher divides the children into groups of 3–4• Issue question papers that contain the following questions ° Are there any common features inherited from their parent? ° Ask the class to list the common features between the animal and its baby

Learner Activities:• Learners to prepare questions about the selected animal• After questions are asked students to write these up in their exercise books

Conclusion• Ask the students to share their answers with the rest of the class about• What are he common features of the parent and the babies

Learner Evaluation The learners list common features between the parent animal and its baby



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Lesson Title: Understanding Ecosystems

Date:

Learning OutcomeBy the end of this lesson, learners should be able to: • Understand that an ecosystem is a network of living and nonliving things in an area

Link to Solomon Islands Primary Science Syllabus Year 4: Life and Living• Organisms in the Environment, Learners Book – Ecosystems


Introduction • Using examples of different plants referenced in the Marovo SMG to show how they are a part of a mangrove centred ecosystem• Using examples of different plants referenced in the Marovo resources to show how they are a part of a forest ecosystem

Teacher Activities:• Define what an ‘Ecosystem’ is and give examples• Using the Marovo encyclopedia ask the learners to list different organisms that make up either a mangrove or forest ecosystem• Organize two charts one for a Mangrove centered ecosystem, the other for a forest ecosystem• Returning to the classroom get the students to write their findings on the appropriate chart

Learner Activities:• In groups select a person who will be the note taker for the report• Using the resource materials learners to list down the different organisms that make up their ecosystem• List and describe some of the characteristics of these organisms that help them support other organisms

ConclusionStudents will find that some organisms only live in one type of ecosystem while others live in both

Learner Evaluation Students can name some of the organisms and how they depend on each other for survival in a local ecosystem



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Lesson Title: Forest Ecosystems

Date:

Learning OutcomeBy the end of this lesson, learners should be able to: • Understand and identify different organisms that make up a forest ecosystem

Link to Solomon Islands Primary Science Syllabus Year 4: Life and Living• Organisms in the Environment• Ecosystems


IntroductionIntroduce a knowledgeable man or woman who knows about the forest to talk briefly about how different organisms in the forest depend on each other

Teacher Activities:• Arrange for a knowledgeable man or woman from the village to accompany you to talk with the learners about different living and nonliving things• Divide the learners into groups before walking into the forest and explain the different tasks• Hand out to each of the groups a task sheet a list of different species of the forest they are to identify

Learner Activities:• In their groups review the task sheet• Using digital cameras or by making drawings or taking small samples – if they are plants – identify the different organisms in the task sheet that make up a forest ecosystem• Write down findings in their exercise books

ConclusionGroups to report back to the class about their findings

Learner Evaluation Have the groups accurately identify the different organisms in the task sheets



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Lesson Title: Mangrove Ecosystems

Date:

Learning OutcomeBy the end of this lesson, learners should be able to:• Understand and identify different organisms that make up a mangrove ecosystem

Link to Solomon Islands Primary Science Syllabus Year 4: Life and Living• Organisms in the Environment• Ecosystems


IntroductionHave a knowledgeable man or woman who knows about the mangrove to talk briefly about how different organisms in a mangrove environment depend on each other

Teacher Activities:• Arrange for a knowledgeable man or woman from the village to accompany you to talk with the learners about how different living and nonliving things in a mangrove ecosystem• Divide the learners into groups before walking into the mangrove and explain the different tasks• Hand out to each of the groups a task sheet a list of different species of the mangrove ecosystem they are to identify

Learner Activities:• In their groups review the task sheet• Using digital cameras or by making drawings or taking small samples – if they are plants – identify the different organisms in the task sheet that make up a forest ecosystem• Write down findings in their exercise books

ConclusionGroups to report back to the class about their findings

Learner Evaluation Have the groups accurately identify the different organisms in the task sheets



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Year: 8Subject: Social Science

Lesson Title: Traditional uses of the marine resources Date:

Learning OutcomeBy the end of this lesson, learners should be able to understand:• How marine resources are looked after traditionally in the Solomon Islands• How people of today conserve and preserve our marine resources• Why modern commercial fishing can be a danger to our fish resources and how we can prevent this

Link to Social Studies curriculum:• Chapter 11 Using Resources from the sea• Learners Text p.269 Case Study Marovo Lagoon

Marovo References: Refer to Reef and Rainforest Encyclopedia, E. Hviding1. Fishing: A Central part of everyday life in Marovo2. Fish and other swimming creatures of sea and rivers

Introduction• Refer to the Marovo resources (SMG) introduce the topic of Resources management• What are examples of traditional resource management and how are they have been applied, What resources needs managing?

Teacher Activities:• Ask a knowledgeable man or woman of the village who can share about traditional management of a marine area and how that has changed with modern times• Divide the learners into their groups• Ask the groups to answer What? Why? and How? about at least two of the following scenarios ° The impact of large-scale logging by foreign logging companies ° Collection of bait fish from the lagoon ° Dynamite fishing ° The arrival of tourists who come to dive amongst the coral reefs ° Cutting of mangroves ° Young people not respecting and learning from their elders

Learner Activities:• Divide into groups• Answer the following questions in relation to the scenario the teacher has given them ° What do you think about that scenario? ° Why do you think that, what are your reasons? ° How do you know this, what is your evidence?

ConclusionAsk each group to present their findings to the class

Learner Evaluation Learners can explain in their own words the importance of traditional management?



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Lesson Title: The 7 Characteristics of All Living Things

Date:

Learning OutcomeBy the end of this lesson, learners should be able to:• Understand the 7 common characteristics (features) of all living things – ‘Need Food, Grow, Move, Reproduce, Respire, Excrete, and Respond to Stimuli’

Link to Solomon Islands Primary Science Syllabus Year 6: Living and Learning• Organisms in the Environment• Ecosystems

Marovo References: Refer to Reef and Rainforest Encyclopedia, E. Hviding• Snakes and all kinds of four-legged animals of the land

IntroductionTell a custom story or a traditional rhyme that relates to one of the animals in the Marovo resources, start with a custom story or traditional rhyme about animals

Teacher Activities:• Question and answer session about the different plants and animals around the school compound• Teacher talks about the differences and similarities of the plants and animals• Tell learners to draw animals and plants and label the drawings

Learner Activities:• Learners to list the different names of different animals and plants• Learners to draw, label and colour different animals and plants

ConclusionLearners display their finished work in the science corner

Learner Evaluation Have the learners labeled and identified the animals or plants correctly



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Lesson Title: Animals that crawl on the ground

Date:

Learning OutcomeBy the end of this lesson, learners should be able to:• Identify some animals that can crawl on the ground• Identify which are harmful to humans

Link to Solomon Islands Primary Science Syllabus Year 1:• Animal

Marovo References: Refer to Reef and Rainforest Encyclopedia, E. Hviding• Snakes and all kinds of four-legged animals of the land

IntroductionPa tinalavuini Kalasi, vivinei nia meka vineidi ria pukusae oloko pa tauri(Start with a custom story or traditional rhyme about animals)

Teacher Activities:• Ask learners to name some insects or animals that crawl on the ground• Divide learners into groups and go around the school compound looking for insects• Take learners in groups back to classroom and tell them to put the animals into two groups, harmful and not harmful

Learner Activities:• Learners go outside into groups to find Insects and back into classroom • Learners name – using local names –the insects that crawl on the ground, sticks, leaves, bushes or houses• Learners put the animals into groups of harmful and not harmful• Learners draw pictures

ConclusionEach learner to show the rest of the class their drawing

Learner Evaluation The learners can name a harmful or harmless insect



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Lesson Title: Food, nutrition, health and Hygiene

Date:

Learning OutcomeBy the end of this lesson, learners should be able to:• Recognize food safety practices in the kitchen• Understand the importance of cleanliness when preparing and serving food

Link to Solomon Islands Primary Science Syllabus Year 4:• Food & Health

Marovo References: Refer to Reef and Rainforest Encyclopedia, E. Hviding

Introduction• Sing a song relating to food and health• Show examples of foods, such as fruits or vegetables to the learners

Teacher Activities:• Look at the Marovo Reef and Rainforest• Ask questions about the pictures of food refering to the learning outcomes• Write down and show learners 2 ways of keeping food safe

Learner Activities:• Learners listen to the teacher’s explanations• Learners receive and look at the books for pictures• Learners respond in answering questions about the pictures of food• Learners to write down 2 ways of keeping food safe in their exercise books

Conclusion• Summarise the lesson topic on the importance of cleanliness, handling, serving and eating food and how to preserve food• Sing the song again

Learner Evaluation Learners give the important some reasons why food preparation is important



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Lesson Title: Animals at night

Date:

Learning OutcomeBy the end of this lesson, learners should be able to:• Begin understanding the behaviours of animals during the night

Link to Solomon Islands Primary Science Syllabus Year 6:• See Learner’s book, pages 84 to 86

Marovo References: Refer to Reef and Rainforest Encyclopedia, E. Hviding• Birds and Bats

IntroductionTell a custom story about night time habits of animals or storybook about animal night time behaviour, for example 'Why flying fox only flies at night' Nguzunguzu

Teacher Activities:• Explain and provide examples of animals from the local environment that are more active at night time – refer to learner’s book, page 84• List the names of creatures that the learners know that are active at night time• Ask the learners to draw an animal they choose and write their names on the paper

Learner Activities:• Learners respond in listening to what the teacher is saying, about animals• Learners try to name the animals that are active in the night• Learners try to draw and write the names of the animals they choose

Conclusion• Summarise the lessons content and display learner’s drawings• Encourage and thank learners for their work done

Learner Evaluation Be able to name some animals that are active at night



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Lesson Title: Human impact on the Environment

Date:

Learning OutcomeBy the end of this lesson, learners should be able to:• Know that human impact can cause negative changes to ecosystems• Know the characteristics of the local environment

Link to Solomon Islands Primary Science Syllabus Year 4: Life and Living• Organisms and their environment

Marovo References: Refer to Reef and Rainforest Encyclopedia, E. Hviding• Logging and tree plantations: Large-scale development in the forests of Marovo

Introduction• Give a brief introduction of the impact of mining and logging on the environment

Teacher Activities:• Show short environmental films about mining or logging activities in the Solomon Islands• Divide the learners into groups of 4–5 • Get the learners to list the impacts of either mining or logging on the rainforest and the creatures that live in the forest

Learner Activities:• Learners watch the video write and describe the impacts of logging or mining• Learners discuss impacts in their region)• Learners to do reading and activities: ‘Humans and the environment' Solomon Islands Primary Science Syllabus Year 4: Learner's Book, pages 15–19• Give examples of logging areas in or near your village

ConclusionSummarise group findings on the board and books

Learner Evaluation Learners should be able to identify the effect of human activities on an ecosystem



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Lesson Title: Identify organisms

Date:

Learning OutcomeBy the end of this lesson, learners should be able to:• Identify different types of organisms in English and Marovo• Understand the usefulness of new technologies in data collection

Link to Solomon Islands Primary Science Syllabus Year 4: Life and Living• Organisms and their environment• Solomon islands Primary Science Learner’s Book Year 4, pages 5–12

Marovo References: Refer to Reef and Rainforest Encyclopedia, E. Hviding• The land: topography and soil types• Plants of forest and gardens

IntroductionTake the learners to a close by habitat and demonstrate how to use the equipment to collect data Tell them that the group that identifies the most organisms that are in the Encyclopedia will win a prize

Teacher Activities:• Demonstrate the use of equipment needed to collect data eg digital camera, laptop, if these are not available use pen and paper• Divide the class into groups and assign them each a different habitat eg. rainforest, mangrove, garden etc• Prepare instructions and tasks needed for each group• Support each group to compile a report of their findings• Support each group to present their findings to the rest of the class)

Learner Activities:• In groups list, name, collect or take photos of organisms found in their allocated area• Report findings, showing any photos and videos captured• Write up their reports

Conclusion• Groups present their findings• Present the group with the most identified organisms with a prize

Learner Evaluation Learners been able to carry out a survey on a selected local ecosystem



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Home assignment sheet for teachers and schools in the Marovo area: village-level documentation and transmission of local environmental knowledge

Resource Book: Reef and Rainforest – An Environmental Encyclopedia of Marovo Lagoon, E. Hviding. Knowledges of Nature 1, UNESCO–LINKS, 2005.

Assignment reports should be written in Marovo, Hoava or another language of the area, but if this is not possible, English can be used. Students should seek help with the language from parents or other adults. The main intention is to focus on knowledge rather than language, but the fullest knowledge is grounded in the language of the place.

Assignment 1: Katiga tingitonga pa idere ba pa kavo / Things of the sea and the river

Write a one-page story, with drawings if you wish, about one of the following topics. You can ask men and women who know about these topics to help you. Most of these topics are not directly described in the book, but by looking at the first four chapters you will get many ideas for doing these assignments about different living things in the sea, mangroves and rivers, and some of the special Marovo ways used catch them. Assignment G allows you to write more about anything from the sea, mangrove or river that you have read about in the book.

A. Vivineina kura makoto: The story of the basketwork trap for triggerfishB. Vivineina morumoru: The story of the large woven net for catching sea turtlesC. Vivineina kuarao: The story of the long circle of vines

used to trap large numbers of fish on the reefD. Vivineina rumu: The story of the dugongE. Vivineina deo: The story of the mangrove musselF. Vivineina kameje: The story of the freshwater prawnG. Vivineina meka tingitinga pu omia hoi pa buka: The story

of something you have read about in the book



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Assignment 2: Ria hae na rokoroko arilaedi / The important trees and leavesTake a group walk from the seashore up into the forest. Ask a man or woman who knows about this to come with you as resource person. Find and talk about some of the useful plants listed below. Bring back to the village leaves, flowers or fruit of the plants you find. Then find the plants in the book and talk about them. If you speak Hoava or Vanunu, use the book’s name lists in those languages. The resource person, or yourself, will write a brief report about your work.

(All these names of plants are found in Chapter 7 of the book)BoiBichebichereIjokoKuruveteJilatongoTangovoMuduRiheNgoeteMariaBuniTaliseBa meka hae pu ta omi pa tania inene (or any other tree that you have seen on your walk in the forest)



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Assignment 3: Vivineina chinaba ihana / Stories of ways of catching fish

The teacher makes ten small groups, and allocates one of the following fishes to each group. First, each group reads about the fish in the book. Then, each group goes and talks to a man or woman who knows the ways to catch the fish. Each group must write a report of at least one page.

MarogoChamuhuMakotoTopaGhalusuMedaraeLipaIhana oravaGhohiMeka ihana pu ko pa buka (a fish in the book)

Assignment 4: Ria vahu / The fruit bats

Write a short story about the different types of Vahu – fruit bat or ‘flying fox’ – in Marovo. What are their names, what do they look like, where can you find them, and what do they eat?

Assignment 5: Vivinei malivi / Custom stories / tales of before

Write down a short custom story about anything that is named in the book.



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PART FOURLEARNERS’ ExEMPLARS


4

PART FOURLEARNERS’ ExEMPLARS



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Assignment 1: Katiga tingitonga pa idere ba pa kavo / Things of the sea and the river

An illustration to accompany a description of the famous kuarao fishing technique (a long circle of vines handled by many people to trap large numbers of fish on the reef)

Example 1: Ramata Primary School


Part 4: Exemplars

43

RokeRoke meka hae pu to pa tusu Huleo pa tuari. Kani hae getena via. Leleana via rokona ia mani ngira via hinana. Hina hua puta burengi chiri. Ia rokona oro korena ia iedi meka tonu hinadi. Ia hae pia ieni binorue te meka tinoni boruborue pa tuari, e Kitione Lipu na kilana. Totovenia ia tania meka koburu tania mana kani va omi nia ia mani legu. Raka omia hae pa Huleo pa tuari. Kagu atei nia raka be to pa goana gete, mana ngochangocharaini pa Huleo ieni to ia. Kani buma via na rokona mana huana orava. Huhua pula roko choba chiri inomina. Pula hou ia are ngina ta hina nia nga tinoni hinana.

Roke is a tree that grew on Huleo Island before. It is not a big tree. Its leaves are nice and have a strong smell. The smell is like that of parrot droppings. Leaves and bark smell the same. This tree was a medicine of a healer in the past, whose name was Kitione Lipu. He told a child of his about this, but did not show it to him, and then he died. I used to see the tree at Huleo in the old days. I do not know whether it grows in the forest, but it certainly grows in the coconut grove at Huleo. Its leaves are not very green but reddish. They look like leaves of the choba chiri tree. If the wind is strong, people smell the fragrance of this tree.

(English translation by Edvard Hviding)

Mr. Defence Raja, Principal of Chubikopi Primary School, with a branch of the forgotten roke tree taken from the abandoned island of Huleo near Chubikopi. The assignment was written in response to a challenge from Edvard Hviding to ‘write about something which is NOT in the book’. The chief of Chubikopi, Mr. Aaron Nonga, quickly established that the roke tree was not included in Chapter 5, and so sent some students off to the long-abandoned village site on the small island of Huleo to find it, and then to write an assignment about it based on his recollections of this once important tree. From 2005, roke trees have been growing again in the village of the Chubikopi people.

Example 2: Chubikopi Primary SchoolAssignment 2: Ia hae na rokoroko arilaedi / The important trees and leaves



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Pajara tinoniRini Ronta, Form 2

Meka pajara orava mani chichinoko oro ko ria vinahilahila bumadi tania pu chura pa kolokolo tahona ba ta va legu. Doridori chikuna. Ko gone pa binubinuani oro moko ko va soku via pa sangava pa toba, mani gura keli va soku via pula kaduvu nana kolokolo kovukovuru, talavuni pa paleke Feburuari na ni kaduvu pa Mei, pa kikilakalana paleke ia nana kolokolo ta omi via. Meka ihana pu ta hivae na via tadi ria na tinoni holuholu ihana pu ene liloro pa buruburu siangavulu choda pa Marovo pa vaka chaba. Meka ihana binaso gete ta hami tinoni pa Marovo, roche va lea na via na borana pu la ta raro oro ta motu. Moko ta titisi va la gona soliti na borana pa kolokolo vavae. Soku via tunga na tinoni pu kani vaena oro kahivangania ia ihana pia. Ado gone hua nia noki katigae ria pu kahivanganina ia ihana pia.

Omijongana, na lumochona inomina tinina ia ihana pia. Pa Marovo pa tuari gura ta vae via pa rarusu idere oro pa saghauru, mana pa hua pia sana via pa ta ta chaba vae ia ihana pia pa tutupeka pa Kogu Marovo. Pa hua pia pula hiva nia hoi oro raka ia ihana pia ieda ngina tera via poata pa petorole oro mabo linada pa vinalu la pa toba, nada ngina vera va hele pa ngino ta nia ihana pia, ia hua sinana na vinaena ia ihana pia pa kolokolo da koe hita pia.

Example 3: Patukae Community High School Assignment 3: Vivineina chinaba ihana / Stories of ways of catching fish


Part 4: Exemplars

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A red coral trout that is dark in colour and has blue marks that disappear if it is shot or when it is dead. The tail is square-shaped. It lives in areas of staghorn coral and may be plentiful in passages at the barrier reef. It rises in large numbers when it is time for it to spawn, beginning in the month of February and continuing until May, and the last quarter of the moon is when it can be seen in abundance. It is a fish that is well-liked by the people who purchased fish and travelled around in Marovo in the 1990s on fishing vessels [refers to the live reef fish trade]. It is a favourite food fish for us people of Marovo. Its flesh is soft and nice if boiled in a saucepan or baked in a stone oven. It is good to sprinkle salt on the flesh when eating it. Then there are many people who do not catch it and do not like to eat this fish. The reason is that this fish sometimes likes to eat snakes.

It is beautiful, the colourful shine of the body of this fish. In Marovo before, it could be caught in plenty at the seashore and on reefs, but now it is very hard to catch this fish near the mainland of Marovo Lagoon. Today, if you or I want this fish we will waste a lot of money on petrol or be tired from paddling to the barrier reef, and we will have to wait for this fish to bite. This is how hard it has become to catch this fish in the times we live in.

(English translation, by Edvard Hviding)



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Different types of vahu

(1) Nune or pupulu

(2) Vahu isu

(3) Lagiso

(4) Sarumu

(5) Qirave

(6) Vahu idaka

Where can you find them?

Pa kauru rikiroko (e.g. Edeve, kepu, etc.)

Under large leaves (eg. sago palm, Epipremnum climbers, etc.)

Huhua pupulu pu mucha pa kauru rikiroko

Like pupulu, it sleeps under large leaves

Pa govara haeIn hollows of banyans and other large trees

Pa roga Petupetuani oro roga pa tutupeka

In tangled branches in the mangroves and tangled bush on the mainland

Mucha Liloro / Vasina ta Kaduvu raneSleeps all around / in places where daylight reaches

Pa toba, pa qovara idakaIn the barrier island, in stone caves

What do they eat?

They all eat fruits of all these trees

ure loziure apuchuure bunibonubonu ngocharaure edeveure ngoeteura mariaure tiqeure tataliseure quavaure batiaure manioko

An assignment structured in a table. English translation by Edvard Hviding (column headings were given in English).

Example 4: Tamaneke Primary SchoolAssignment 4: Ria vahu / The fruit bats or ‘flying foxes’


Study Guide and Teacher’s Manual for - UNESCO · This book resource builds on Edvard Hviding, ......

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Transcript of Study Guide and Teacher’s Manual for - UNESCO · This book resource builds on Edvard Hviding, ......