Study Guide and Teacher's Manual for Reef and Rainforest

Study Guide and Teacher’s Manual for

Reef and Rainforest An Environmental Encyclopedia and Wiki of Marovo Lagoon, Solomon Islands

An Open Education Resource Project

Written by Edvard Hviding

United Nations Local and Indigenous Educational, Scientific and Knowledge Systems Cultural Organization

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

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 the Natural Science and Communication & Information sectors of UNESCO in Paris and Apia

Marovo Based Coordinator Coordinator Brian Bird

Facilitators Brian Bird, Teanau Tuiono, Aseri Yalangono & David Leeming

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

Design & Production Julia 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 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 Nakashima Small Islands and Indigenous Knowledge Section UNESCO – 1, rue Miollis, 75732 Paris Cedex 15 France Email: [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/)

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Reef and Rainforest An Environmental Encyclopedia and Wiki of Marovo Lagoon, Solomon Islands

An Open Education Resource Project

United Nations Local and Indigenous Educational, Scientific and Knowledge Systems Cultural Organization

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

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INTRODUCTION 4

PART ONE BACKGROUND 7

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

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

PART FOUR LEARNERS’ EXEMPLARS: EXAMPLES FROM MAROVO 41

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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 1. Knowledge of Nature between communication and information, education, and Series No. 1; 248pp; illustrated introduction; 10 chapters; cultural and biological diversity, enhancing the capacity 1,211 entries in Marovo and of local communities to transmit local environmental English – many with scientific identifications; indexes of knowledge using online communication tools. scientific, Marovo, Hoava and Vangunu names; colour photographs; maps. The lesson plans in this Teacher’s Guide provide information and serve as examples that illustrate 2. Open Educational Resources ways in which teachers can make use of the (OERs) are any type of educational materials that are in the public Environmental Encyclopedia of Marovo Lagoon domain or introduced with an and its associated Wiki in schools and community open license. The nature of these education. These Marovo resources are an outcome open materials means that anyone can legally and freely copy, use, of an initiative by the Marovo Lagoon people. adapt and re-share them.

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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 Students using One-Laptop- the vernacular languages of the Pacific Islands. per-Child computers to identify different species during a Marovo wiki workshop This teacher’s guide is organised into four parts: PART ONE Provides information on the Marovo region and raises issues related to incorporating Indigenous Knowledge perspectives into the formal science curriculum. Part TWO Integrating 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 three Provides 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 resources These lesson plans were developed, trialled and used during the workshops held at Patukae Community High School between 2010–2012. Part four Provides 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.

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

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

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background

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Background to the Marovo Lagoon and its people

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

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156° 30’ E 157° 00’ E 157° 30’ E 158° 00’ E

VELLA LAVELLA

KOLO-

BANGARA 8° 00’ S GHIZO Ringgi Kusaghe Gizo• • RANONGGA •Noro Vonavona Roviana Kalikolo Lagoon R oviana L a SIMBO g o

o Munda• n NEW KalivaranaGEORGIA Marovo Lagoon 8° 30’ S RENDOVA Seghe • Bareke VANGUNU Vangunu

0 20 40 km TETEPARE

GATOKAE

Map: The New Georgia group of rural development, which over the years have of Solomon Islands, showing the location of the Marovo Lagoon included a number of local initiatives in the domains and the extent of its barrier reef of forestry, fisheries, conservation and education. from Gatokae to Kusaghe.

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156° 30’ E 157° 00’ E 157° 30’ E 158° 00’ E

VELLA LAVELLA

KOLO-

BANGARA 8° 00’ S GHIZO Ringgi Kusaghe Ramata Gizo• • Duvaha RANONGGA •Noro Vonavona Roviana Kalikolo Lagoon R oviana L a SIMBO g Tamaneke o

o Munda• n NEW Vakabo KalivaranaGEORGIA Hinakole Chubikopi Marovo LagoonPatukae 8° 30’ S RENDOVA Seghe • Bareke VANGUNU Vangunu

0 20 40 km TETEPARE

GATOKAE

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

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TEAChing & learning resources 2

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Recognizing the Indigenous Knowledge of the Marovo Lagoon People

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 Indigenous knowledge expert have built up their own rich store of knowledge of Vincent Vaguni working with a the sea and the land, of the reef and the rainforest. teacher to identify different plants that can be used during lessons

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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 ‘Erebachi’: one of the images the Marovo entries, nor vice versa. Instead, the Marovo captured during the workshops 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

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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

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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. 3. For each curriculum area and for each year there is a prescribed Teacher’s Guide and The syllabus are organised into Strands with the collated Learner Book. Teachers now in the 4 Solomon Islands must now teach focussing strands that have direct relevance to the from these texts. our approach environment of the Marovo Lagoon which can utilise has been to fit in the work we have been doing in with what the Encyclopaedia and associated wiki. The Marovo the Ministry has developed. encyclopaedia and wiki can also be used in other 4. Each book has strands curriculum areas. In this respect an example from the that break up the work in the book. things like Learning and Social Studies syllabus is included. The lesson plan format Living. particularly from Year 3 is identical to the one used in workshops by the Ministry and up. its more general with the younger learners. where of Education and Human Resources Development these are relevant they are and the Curriculum Development Division. However, 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.

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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

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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.

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Teachers preparing lesson plans

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Lesson Plan 1 Name of School: Class Teacher: Year: 6 Subject: Science Lesson Title: Date: Similarities and Differences in different types of fish Learning Outcome By 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: Learner Activities: • Pose a question to the class; Can • Observe the teacher creating a model of a fish we make a model of a fish? • In a group, learners work on models • Teacher demonstrate using the fish, as a of fish that they are familiar with possible example using wet clay – or other • Get the learners to display their art in a display area 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 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 Plan 2 Name of School: Class Teacher: Year: 6 Subject: Science Lesson Title: Date: Animals are categorized in what they eat Learning Outcome By 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. Hviding 1. 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 reef 2. 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 Introduction Make a list of different animals in your local environment Teacher Activities: Learner Activities: • Ask the class to identify animals from their • In their groups identify at least 5 animals local area and identify their food sources in the local area and their food sources • Discuss with the learners what animals need to live • Apart from food sources discuss • If possible take them to the forest or to the and list what else creatures from their sea with a knowledgeable man or woman of the allocated area need to survive village to talk about creatures from that area • Divide the class into two groups Group 1: Discuss and list what creatures of the sea need to live in that environment Group 2: Discuss and list what creatures of the land need to survive • Ask the 2 groups to prepare presentation of their findings Conclusion Get 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 Plan 3 Name of School: Class Teacher: Year: 6 Subject: Science Lesson Title: Date: Adaptations Learning Outcome By 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. Hviding Refer and use pictures of birds in this section: Birds and Bats

Introduction Pose 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: Learner Activities: • Show the learners pictures of different • In groups look at pictures of different birds classify birds with different types of beaks and discuss which type of beak is most useful for: • Have a range of beaks that have different purposes ° Collecting nectar eg Fishing, used to catch small animals, used to ° Eating insects eat insects and used to get nectar from flowers ° Catching fish • Get them to discuss in groups different types • Draw different types of beaks in their of bird beaks from the section Birds and Bats exercise books and write a paragraph about • Ask them to draw different types of beaks and each of them in their mother tongue write sentences about them in their mother tongue Conclusion Select 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 Plan 4 Name of School: Class Teacher: Year: 6 Subject: Science Lesson Title: Date: Animal behavior – animal camouflage Learning Outcome By 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. Hviding 1. Snakes and all kinds of four-legged animals of the land 2. 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: Learner Activities: • Take the learners to a nearby bush area to • Observe an animal that is referenced observe animals focusing on how their habits in the Encyclopaedia. Look at all of the may help them to survive in that environment features of the animal and think about • Discuss what are some of their features focussing how each one helps it to survive on those that help the animals to feed and survive • In their exercise books draw and label the • Ask the students to select an animal to draw in different features of the selected animal their exercise books, listing the different features Conclusion Select 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 Plan 5 Name of School: Class Teacher: Year: 6 Subject: Science Lesson Title: Date: Parents and babies Learning Outcome By 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. Hviding 1. Snakes and all kinds of four-legged animals of the land 2. Birds and Bats 3. Plants of forest and gardens 4. 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: Learner Activities: • Teacher divides the children into groups of 3–4 • Learners to prepare questions • Issue question papers that contain about the selected animal the following questions • After questions are asked students to ° Are there any common features inherited write these up in their exercise books from their parent? ° Ask the class to list the common features between the animal and its baby 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 Plan 6 Name of School: Class Teacher: Year: 4 Subject: Science Lesson Title: Date: Understanding Ecosystems Learning Outcome By 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 Marovo References: Refer to Reef and Rainforest Encyclopedia, E. Hviding 1. Snakes and all kinds of four-legged animals of the land 2. Birds and Bats 3. Plants of forest and gardens 4. Insects, spiders, centipedes and similar things

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: Learner Activities: • Define what an ‘Ecosystem’ is and give examples • In groups select a person who will • Using the Marovo encyclopedia ask the be the note taker for the report learners to list different organisms that make • Using the resource materials learners up either a mangrove or forest ecosystem to list down the different organisms • Organize two charts one for a that make up their ecosystem Mangrove centered ecosystem, the • List and describe some of the other for a forest ecosystem characteristics of these organisms that • Returning to the classroom get the students to help them support other organisms write their findings on the appropriate chart Conclusion Students 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 Plan 7 Name of School: Class Teacher: Year: 4 Subject: Science Lesson Title: Date: Forest Ecosystems Learning Outcome By 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 Marovo References: Refer to Reef and Rainforest Encyclopedia, E. Hviding 1. Snakes and all kinds of four-legged animals of the land 2. Birds and Bats 3. Plants of forest and gardens 4. Insects, spiders, centipedes and similar things Introduction Introduce 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: Learner Activities: • Arrange for a knowledgeable man or woman • In their groups review the task sheet from the village to accompany you to talk with the • Using digital cameras or by making drawings learners about different living and nonliving things or taking small samples – if they are plants – • Divide the learners into groups before walking identify the different organisms in the task into the forest and explain the different tasks sheet that make up a forest ecosystem • Hand out to each of the groups a task sheet a list • Write down findings in their exercise books of different species of the forest they are to identify Conclusion Groups 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 Plan 8 Name of School: Class Teacher: Year: 4 Subject: Science Lesson Title: Date: Mangrove Ecosystems Learning Outcome By 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 Marovo References: Refer to Reef and Rainforest Encyclopedia, E. Hviding 1. Snakes and all kinds of four-legged animals of the land 2. Birds and Bats 3. Plants of forest and gardens 4. Insects, spiders, centipedes and similar things Introduction Have 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: Learner Activities: • Arrange for a knowledgeable man or woman • In their groups review the task sheet from the village to accompany you to talk with • Using digital cameras or by making drawings the learners about how different living and or taking small samples – if they are plants – nonliving things in a mangrove ecosystem identify the different organisms in the task • Divide the learners into groups before walking sheet that make up a forest ecosystem into the mangrove and explain the different tasks • Write down findings in their exercise books • Hand out to each of the groups a task sheet a list of different species of the mangrove ecosystem they are to identify Conclusion Groups 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 Plan 9 Name of School: Class Teacher: Year: 8 Subject: Social Science Lesson Title: Traditional uses of the marine resources Date: Learning Outcome By 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. Hviding 1. Fishing: A Central part of everyday life in Marovo 2. 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: Learner Activities: • Ask a knowledgeable man or woman of • Divide into groups the village who can share about traditional • Answer the following questions in relation management of a marine area and how to the scenario the teacher has given them that has changed with modern times ° What do you think about that scenario? • Divide the learners into their groups ° Why do you think that, what are your reasons? • Ask the groups to answer What? Why? and How? ° How do you know this, what is your evidence? 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 Conclusion Ask 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 Plan 10 Name of School: Class Teacher: Year: 6 Subject: Science Lesson Title: Date: The 7 Characteristics of All Living Things Learning Outcome By 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 Introduction Tell 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: Learner Activities: • Question and answer session about the different • Learners to list the different names plants and animals around the school compound of different animals and plants • Teacher talks about the differences and • Learners to draw, label and colour similarities of the plants and animals different animals and plants • Tell learners to draw animals and plants and label the drawings Conclusion Learners 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 Plan 11 Name of School: Class Teacher: Year: 1 Subject: Science Lesson Title: Date: Animals that crawl on the ground Learning Outcome By 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 Introduction Pa tinalavuini Kalasi, vivinei nia meka vineidi ria pukusae oloko pa tauri (Start with a custom story or traditional rhyme about animals) Teacher Activities: Learner Activities: • Ask learners to name some insects or • Learners go outside into groups to find animals that crawl on the ground Insects and back into classroom • Divide learners into groups and go around • Learners name – using local names – the school compound looking for insects the insects that crawl on the ground, • Take learners in groups back to classroom sticks, leaves, bushes or houses and tell them to put the animals into two • Learners put the animals into groups groups, harmful and not harmful of harmful and not harmful • Learners draw pictures Conclusion Each 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 Plan 12 Name of School: Class Teacher: Year: 4 Subject: Science Lesson Title: Date: Food, nutrition, health and Hygiene Learning Outcome By 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: Learner Activities: • Look at the Marovo Reef and Rainforest • Learners listen to the teacher’s explanations • Ask questions about the pictures of food • Learners receive and look at the books for pictures refering to the learning outcomes • Learners respond in answering • Write down and show learners 2 questions about the pictures of food ways of keeping food safe • 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 Plan 13 Name of School: Class Teacher: Year: 6 Subject: Science Lesson Title: Date: Animals at night Learning Outcome By 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 Introduction Tell 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: Learner Activities: • Explain and provide examples of animals from • Learners respond in listening to what the teacher the local environment that are more active at is saying, about animals night time – refer to learner’s book, page 84 • Learners try to name the animals that are active • List the names of creatures that the learners in the night know that are active at night time • Learners try to draw and write the names of the • Ask the learners to draw an animal they animals they choose choose and write their names on the paper 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 Plan 14 Name of School: Class Teacher: Year: 4 Subject: Science Lesson Title: Date: Human impact on the Environment Learning Outcome By 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: Learner Activities: • Show short environmental films about mining • Learners watch the video write and or logging activities in the Solomon Islands describe the impacts of logging or mining • Divide the learners into groups of 4–5 • Learners discuss impacts in their region) • Get the learners to list the impacts of • Learners to do reading and activities: ‘Humans either mining or logging on the rainforest and the environment' Solomon Islands Primary and the creatures that live in the forest Science Syllabus Year 4: Learner's Book, pages 15–19 • Give examples of logging areas in or near your village Conclusion Summarise 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 Plan 15 Name of School: Class Teacher: Year: 4 Subject: Science Lesson Title: Date: Identify organisms Learning Outcome By 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 Introduction Take 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: Learner Activities: • Demonstrate the use of equipment needed • In groups list, name, collect or take photos of to collect data eg digital camera, laptop, if organisms found in their allocated area these are not available use pen and paper • Report findings, showing any photos and • Divide the class into groups and videos captured assign them each a different habitat • Write up their reports 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) 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 triggerfish B. Vivineina morumoru: The story of the large woven net for catching sea turtles C. Vivineina kuarao: The story of the long circle of vines used to trap large numbers of fish on the reef D. Vivineina rumu: The story of the dugong E. Vivineina deo: The story of the mangrove mussel F. Vivineina kameje: The story of the freshwater prawn G. 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 leaves Take 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) Boi Bichebichere Ijoko Kuruvete Jilatongo Tangovo Mudu Rihe Ngoete Maria Buni Talise Ba 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.

Marogo Chamuhu Makoto Topa Ghalusu Medarae Lipa Ihana orava Ghohi Meka 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 FOUR LEARNERS’ 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)

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Assignment 2: Ia hae na rokoroko arilaedi / The important trees and leaves

Roke Roke 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 Mr. Defence Raja, Principal of Chubikopi Primary School, with not a big tree. Its leaves are nice and have a strong a branch of the forgotten roke smell. The smell is like that of parrot droppings. Leaves tree taken from the abandoned island of Huleo near Chubikopi. and bark smell the same. This tree was a medicine of The assignment was written in a healer in the past, whose name was Kitione Lipu. He response to a challenge from told a child of his about this, but did not show it to Edvard Hviding to ‘write about something which is NOT in the him, and then he died. I used to see the tree at Huleo book’. The chief of Chubikopi, in the old days. I do not know whether it grows in Mr. Aaron Nonga, quickly established that the roke tree the forest, but it certainly grows in the coconut grove was not included in Chapter 5, at Huleo. Its leaves are not very green but reddish. and so sent some students off to the long-abandoned village They look like leaves of the choba chiri tree. If the wind site on the small island of Huleo is strong, people smell the fragrance of this tree. to find it, and then to write an assignment about it based on (English translation by Edvard Hviding) his recollections of this once important tree. From 2005, roke trees have been growing again in the village of the Chubikopi people.

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

Pajara tinoni

Rini 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.

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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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Assignment 4: Ria vahu / The fruit bats or ‘flying foxes’

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

Different Where can you find them? What do they eat? types of vahu

(1) Nune or pupulu Pa kauru rikiroko (e.g. They all eat fruits Edeve, kepu, etc.) of all these trees Under large leaves (eg. sago palm, Epipremnum climbers, etc.) ure lozi ure apuchu (2) Vahu isu Huhua pupulu pu mucha ure buni pa kauru rikiroko bonubonu ngochara Like pupulu, it sleeps ure edeve under large leaves ure ngoete ura maria (3) Lagiso Pa govara hae ure tiqe In hollows of banyans and ure tatalise other large trees ure quava ure batia (4) Sarumu Pa roga Petupetuani oro ure manioko roga pa tutupeka In tangled branches in the mangroves and tangled bush on the mainland

(5) Qirave Mucha Liloro / Vasina ta Kaduvu rane Sleeps all around / in places where daylight reaches

(6) Vahu idaka Pa toba, pa qovara idaka In the barrier island, in stone caves

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