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The Canoe Is The PeopleTEACHER’S MANUAL

Local and IndigenousKnowledge Systems

United NationsEducational, Scientific and

Cultural Organization

Teachers Manual 2013.indd 1 14/11/2013 01:45

task

The Canoe Is the People: Indigenous Navigation in the Pacific

teacher’s manual

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The Canoe Is the People educational Resource Pack: Teacher’s Manual The Resource Pack also includes: Learner’s Text, CD–ROM and Poster.

Produced by the Local and Indigenous Knowledge Systems (LINKS) Programme, UNESCO www.unesco.org/links

Published in 2013 by the United Nations Educational, Scientific and Cultural Organization 7, place de Fontenoy, 75352 Paris 07 SP, France

©2013 UNESCO All rights reserved

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 of its authorities, or concerning the delimitation of its frontiers or boundaries.

The ideas and opinions expressed in this publication are those of the authors; they are not necessarily those of UNESCO and do not commit the Organization.

Coordinated by Douglas Nakashima, Head, LINKS Programme, UNESCO

Author Gillian O’Connell

Printed by UNESCO

Printed in France

Contact:Douglas Nakashima LINKS Programme UNESCO [email protected]



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Teacher’s manual


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The Canoe Is the People: Indigenous Navigation in the PacificThe Canoe Is the People: Indigenous Navigation in the Pacific

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Acknowledgements

The Canoe Is the People Resource Pack has benefited from the collaborative efforts of a large number of people and institutions who have each contributed to shaping the final product.

The author, Gillian O’Connell, wrote and composed the resource based on her experience as a curriculum developer in Tonga.

A first review was provided by a team from the University of Auckland, New Zealand, that also contributed the initial lay-out of the materials: University of Auckland team Dr Airini, Fa’amalua Tipi, To’aiga Sua-Huirua, Dr Meaola Amituanai-Toloa, George Mubayiwa

A second review was provided by the Cook Islands Ministry of Education who re-tailored the materials for a wider audience: Cook Islands Ministry of Education team Ian George (Manager Learner’s Support; Visual Arts Advisor) Gail Townsend (Executive Director), Danielle Cochrane (Social Science Advisor) Jane Taurarii (Manager Language and Culture, Science Advisor) Teresa Tararo (NZQA/IOAG Coordinator), Matthew Easterbrook (Learning and Teaching Advisor)

An enthusiastic group of teachers from the Cook Islands piloted the draft materials and helped fine tune them for classroom use: Cook Islands Teachers Tereapii Napa (Tereora College), Anna Roumanu (Titikaveka College) Michael Papatua (Avarua School), Metua Teariki (Avatea), Piriangaoa Puna (Nikao School) Josephine Ivirangi (Mauke School), Maora Murare (Mitiaro School) Moekapiti Tangatakino (Mangaia School), Maryanne Solomona (Araura College)

Finally, a number of dedicated individuals at UNESCO helped the project through its many ups and downs: UNESCO support team Peter Bates, Julia Cheftel, Fathimath Ghina, Ilona Ignatova, Stephanie Ledauphin, Anne Meldau, Kaori Okabe, Tatiana Rinke, Hans Thulstrup, Michael Tran

Special thanks to Nathalie Vialars for her lovely poster whose design elements embellish the covers of each of the Resource Pack components. We are also grateful to Stephane Rebillion for advising us in the early days of the project and for introducing us to Nathalie and her work.

We would like to acknowledge the use of the Tauhunu, vaka (canoe) image which appears on the header of every page of the Teacher’s Manual and Learner’s Text.

It is from Manihiki, Northern Cook Islands. Made of wood, coconut fibre, pearl shell. 430 x 8860 mm. Purchased 1907.

Source: Icons from Te Papa Pacific pp.106–107


contentsContents

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Acknowledgements ..................................................................................................................4

Introduction ....................................................................................................................................7

The rationale ..................................................................................................................................9

Aims and objectives ..............................................................................................................10

Organisation and teaching ............................................................................................12

The teaching resources ......................................................................................................14

Curriculum framework .......................................................................................................15

Marking schemes ....................................................................................................................16

Lesson plans .................................................................................................................................18

Further activities .......................................................................................................................19

Evaluation ......................................................................................................................................20

Curriculum support materials ......................................................................................21

Using the interactive resource ..........................................................................22

What helps Pacific students learn ..................................................................28

How teachers can link community knowledge with the curriculum ...................................................................................................33

Teaching & learning methods in this resource .................................37

Glossary ...........................................................................................................................................41

STRAND A: Beginnings and origins ........................................................................45

STRAND B: Canoe building and sailing .............................................................71

STRAND C: Becoming a navigator and navigation .............................. 107

STRAND D: Voyages and revival ......................................................................... 149

References and resources ............................................................................................ 163

Poster and map..................................................................................................................... 171



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‘I thInk,’ says navIgator tua PIttman, ‘our chIldren need to know

who they are and where they come from.

so when they grow uP, they can talk about

karIka and tangIIa fIrst and then columbus later.

and that a lot of them when they do grow uP,

hoPefully wIll look back at us and what we do

and say thank you. thank you very much

for lettIng us know who we are. that’s why we’re here.’

Wayfinders: A Pacific Odyssey, 1998.


Assignment


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Indigenous navigation in the Pacific, or wayfinding as it is sometimes known today, is an ancient craft, which has come very close to being lost forever in parts of the Pacific.

The educational Resource Pack called The Canoe Is the People: Indigenous Navigation in the Pacific has been developed by UNESCO’s Local and Indigenous Knowledge Systems (LINKS) Programme as a voluntary addition to the timetables of schools, colleges and other learning institutions in the Pacific. It contributes to one of the main goals of the LINKS Programme, which is to bring indigenous knowledge into the formal education system.

This educational Resource Pack includes:

an interactive multimedia resource called The Canoe Is the People: Indigenous Navigation in the Pacific, which is available as a CD-ROM (enclosed) as well as via the Internet at www.canoeisthepeople.org;

a Teacher’s Manual with suggested curriculum frameworks, marking schemes, lesson plans and evaluation forms;

a Poster and Map; and

a Learner’s Text.

The interactive resource (via CD-ROM or the website) provides a large amount of information in the form of texts, maps, videos and animations, and features master canoe builders and navigators from across the Pacific. However, if the technology to use this resource is not available, a teacher or a facilitator can still teach the curriculum using materials provided in this Resource Pack. The additional assistance and contribution of local members of Pacific communities who are knowledgeable about traditional non-instrument navigation, and who are willing to pass this on to younger people, will make it possible to provide an exciting and stimulating addition to the timetables of schools and colleges throughout the Pacific Region.

A review by UNESCO’s LINKS Programme of the curriculum of secondary schools in the Pacific revealed that indigenous knowledge of navigation is consistent with, and complementary to, many of the objectives of existing subjects. Social studies, cultural studies and social science all have objectives focusing on traditional culture and knowledge, but have few, if any, direct reference to the seafaring history of the Pacific Island Peoples. The teaching of science also provides many opportunities to compare and contrast traditional indigenous knowledge of seafaring and non-instrument navigation with Western theories and ideas about how the natural world works.

Introduction



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The review also identified many other areas of possible integration, particularly with English, but also with maths, geography, history and industrial arts. Many of the objectives of these subjects can be achieved through the delivery of the curriculum frameworks outlined in The Canoe Is the People Resource Pack. These frameworks have been designed to ensure that, wherever possible, learning objectives are referenced to curriculum entry points in these subject areas. This will allow teachers to reinforce learning and develop skills that are relevant to subjects that are already being taught.

The content of this educational Resource Pack therefore provides many practical examples and real life applications that will enrich and complement the existing curriculum and therefore assist and reinforce learning in these other subject areas.

The introduction of the educational Resource Pack on The Canoe Is the People into schools and colleges will mean that the subject might sit alongside and be integrated with other subjects concerned with indigenous knowledge, including:

Agriculture and horticulture

Architecture and construction

Arts and crafts

Celebrations and special occasions

Food and diet

Health and medicine

History and cultural achievements

Law

Literature

Natural phenomena

Politics and systems of governance

Religion, spiritual beliefs and rituals

Social relationships and social obligations

Sports

It is believed that the best way to approach the teaching of indigenous knowledge is one which is practical, participatory and empowering. Such teaching involves the learner and members of the community who have knowledge and experience of the subject matter in a way that engages their mutual interest and ongoing involvement and curiosity. The learning activities in this resource are examples of approaches to learning that are likely to stimulate the interest of learners and to develop a lifelong interest in indigenous knowledge and its place in contemporary society.


Assignment


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The rationale

The Canoe Is the People educational Resource Pack aspires to trigger a process of learning and discovery. It aims to encourage young people to seek out knowledgeable individuals in their own communities and to create opportunities for sharing this knowledge between elders and youth. It is hoped that in this manner, indigenous knowledge of voyaging and navigation will remain a dynamic, creative and productive resource that continues to be highly valued throughout the Pacific Region.

This educational resource does not claim nor aspire to produce trained indigenous navigators. It takes many years of observation, memorisation and very hard work, under the guidance of a recognised master, to train a navigator. In addition to the complex technical knowledge about the natural world and, for example, the movement of the stars, wind and ocean currents which must be memorised and put into practice during long voyages at sea, there is also a strong spiritual component which must be experienced, felt and followed.

Much of what is taught in Pacific Island schools and colleges has been developed within a Western pedagogical framework with employment and higher education as the main aims or outcomes of education. The introduction of a subject such as indigenous knowledge of navigation will allow learners and teachers throughout the Pacific to gain an in-depth understanding of the complexity of indigenous knowledge of voyaging and navigation and to become aware of an intellectual tradition that predates and arguably surpasses many Western scientific models and assumptions about the art of navigating.

The teaching of indigenous knowledge about canoe building and non-instrument navigation will also enable elders and others in the community who are repositories of this knowledge to have their knowledge recognised and valued, and where they see it as appropriate, to have knowledge passed on by them directly, in the classroom, and other learning environments.

Furthermore, the increase in the number of canoe building and voyaging initiatives in recent years in the Pacific helps to ensure that a study of Pacific navigation is relevant and significant to modern day projects and initiatives involved with cultural revival and the perpetuation of indigenous knowledge and practice. Indeed, studying indigenous knowledge of navigation in the Pacific may be a gateway to participating, contributing and even gaining employment in such projects.


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Aims and objectives

Aims

To enable the teaching and learning of indigenous knowledge of navigation within Pacific secondary schools and colleges and the wider learning environment.

To enable young people to recognize that the seafaring knowledge of Pacific peoples is a sophisticated and comprehensive intellectual tradition.

To contribute to the preservation and development of indigenous knowledge of non-instrument navigation, canoe building and open-ocean voyaging in the Pacific.

Objectives

Students will be able to demonstrate:

Knowledge and understanding

Acquire and demonstrate concepts and principles that are relevant to the knowledge and understanding of indigenous non-instrument navigation and canoe-building, and of the ocean world in general.

Acquire and demonstrate the concepts, principles and abilities needed to compare and contrast traditional Pacific non-instrument navigation with Western instrument-based navigation.

Application and problem solving

Analyse and solve simulated navigational problems.

Apply problem solving skills in a wide range of real life contexts.

Understand the effect of culture, environment and learning on the development of problem-solving skills.



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Practical skills

Observe, measure and record accurately.

Construct scale models of different types of canoe and their component parts e.g. sails and ropes.

Construct simple indigenous navigational tools and artefacts.

Attitudes

Demonstrate an awareness of, and respect for, Pacific Islander seafaring and navigational knowledge and skills.

Develop and express a curiosity about their own seafaring heritage and an interest and enjoyment in studying indigenous knowledge of navigation.

Value their own historical and cultural seafaring and navigational heritage.


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The organisation and teaching of the The Canoe Is the People educational Resource Pack

This curriculum is divided into four major strands:

Beginnings and Origins

Canoe Building and Sailing

Becoming a Navigator and Navigation

Voyages and Revival

The order of the four strands presented here is a suggestion designed to allow each learning experience to build on the previous section and link thematically to the next. However, the order is not fixed, and strands may be taught independently and in accordance with existing curricula.

Organisation and teaching



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Level of entryThe curriculum has been designed to start at upper elementary/primary level, and to progress in stages to middle secondary level. It may also be used by adults re-entering learning. It is suggested, therefore that the strands be introduced as follows:

strAnd educAtiOnAL LeveL

Beginnings and Origins Form 2/Year7/Grade 9

Canoe Building and Sailing Form 3/Year 8/Grade 10

Becoming a Navigator and Navigation Form 4/Year 9/Grade 11

Voyages and Revival Form 5/Year 10/Grade 12

However, the curriculum is very flexible, and it could be covered over one, two, three or four years depending on timetabling considerations and time constraints.

Among the subject areas with the broadest scope for integration and linkage are social/cultural studies, as well as geography, history and science. However, there are many other possible curriculum entry points, particularly in English and industrial arts. In order to be applicable to the great variety of Pacific countries’ school curricula, this section has been kept broad so that it can be easily adapted to national learning objectives. Additionally, the list of curriculum entry points should not be considered as obligatory and exhaustive. Rather, curriculum developers and teachers should decide where lessons from The Canoe Is the People educational Resource Pack can best be integrated into the teaching.


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The Teacher’s Manual includes the following resource materials for each of the four strands:

Curriculum Framework

Marking Scheme

Lesson Plans with Blackline Masters

Further Activities

Evaluation Form

A teacher with an interest in the subject and access to The Canoe Is the People interactive resource (CD-ROM or website) and the educational Resource Pack will be well placed to be able to teach the contents of all four strands. Other references and sources of information are given at the end of the Teacher’s Manual. Wherever possible, learning should be supplemented by the learner’s own research and the involvement of knowledgeable people from the local community. Additionally, community centres, libraries and tourist offices can be valuable sources of information.

The teaching resources


Assignment


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The aim of the curriculum framework is to guide educators in the introduction of the four strands of study. Each strand is prefaced by an overview table summarising the topics, sub topics and suggested points of entry in the curriculum.

Curriculum framework

The Canoe Is the People Curriculum Framework

Lesson ObjectivesStudents will be able to:

Suggestions for Curriculum Entry Points:Topic Sub topic

1.X 1.1 X [...]

[...]

[...]

[...]

[...]

[...]

strAnd X: TITLE OF STRAND

TEMPLATE


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OverviewThe marking schemes are one example of how learning might be assessed. Schools and individual teachers may have their own formats for assessing learning, to complement school and national assessment expectations. Teachers are welcome to apply or adapt the following scheme, to record learning and provide the most effective feedback to their students.

An explanation of the scheme is provided, along with the tables for completion. The tables comprise:

The learning objectives for each objective as identified in the Curriculum Framework;

A space for feedback on individual student or group learning in relation to the objective; and

A column for a summary achievement mark. This grade could be transferred to class lists of achievement grades.

The scheme has been designed to be as flexible as possible so that the teacher can design the order in which the tasks are completed.

In some cases the teacher may wish the student or student group to complete the assessment template. This too can be a useful form of recording, learning, providing feedback and self-assessment.

Marking schemes



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LeArning Objectives FeedbAck On LeArning demOnstrAted Achievement

1.1.1. Describe the origins of the Pacific Islands

Example: This objective was demonstrated in Assignment A1.1, Task X (name the task).

In that task some/all students were able to describe the origins of the Pacific Islands through the following task: (provide details of the task completed and if by some only, name the students who demonstrated the learning objective).

There is a range of ways of summarising achievement of a learning objective, including:

• Notachieve/Achieve/Merit/ Excellence; or

• Numericalorlettergrade.

•Taskundertaken •Studentperformance •Studentschallenged •Nextsteps by the task

Explanation of marking scheme

Some students were challenged by this task and did not demonstrate the learning objective. Feedback provided included: (provide details of what action has been taken to reduce barriers).

Next steps: To advance learning further the student(s) (name(s)) could explore the following: (provide details of learning activities that would extend knowledge, or outcomes in affective or psychomotor skills).

This summary of achievement can be transferred directly into class assessment tables.



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The lesson plan section of each strand shows how the broad curriculum framework might be developed into lessons. In addition to the objectives of the lessons and the suggestions for curriculum entry points, they include ideas for learning experiences. These should be understood as suggestions for classroom activities and neither as compulsory nor as exhaustive. Some activities might not be feasible in a particular context, while in other situations, teachers might have ideas for other activities that may be more suitable for their students. This is encouraged by this Teacher’s Manual. References to learning resources that can be used by teachers and students are also given in the lesson plans. As a complement to the lesson plan table, a study guide is provided for each lesson, with ideas on how to introduce the topic, spur discussion or facilitate the choice of teaching methods to improve learning.

Additionally, for some activities, blackline masters are provided after the respective lesson plan to be copied by the teacher and filled out by the students. The blackline masters should be considered as an offer to facilitate teaching and lesson preparation – teachers are not obliged to make use of them.

Lesson plans


Assignment


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Further activities

The Further Activities section lists other teaching methods and learning experiences that could be used in the teaching of each Strand.


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This is a new subject that will be a challenge to teachers and learners. The developers of this educational Resource Pack believe that there is always room for improvement, and we welcome all comments and suggestions as to how it can be improved and developed. To this end, an evaluation form is included for each strand.

Please complete and return to the UNESCO Office in Apia as soon as possible after the completion of the first teaching of any of the topics.

UNESCO Office in Apia SC/LINKS Programme P.O. Box 615 Matautu-Uta Samoa

You can also scan the evaluation form and send by email to: [email protected]

Evaluation

Source: Haddon, A. C., & Hornell J. (1975). p.363

Marshall Islands sailing canoe



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currIculum supporT

maTerIals

Using The Canoe Is the People interactive resource

What helps Pacific students learn

How teachers can link community knowledge with the curriculum.

Teaching and learning methods in this resource

Further activities



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usIng the InteractIve resource

This section examines how you might work with the interactive multimedia resource called The Canoe Is the People: Indigenous Navigation in the Pacific. This resource can be accessed using the enclosed CD-ROM or, if you have access to Internet, from the website at www.canoeisthepeople.org.

You will find two sections here – the first contains information about CD-ROM care and usage, as well as an example lesson plan to show how the interactive resource might be used in regular teaching. The second section provides information about E-Learning and pedagogy to transform classrooms. The latter closes with some suggested sites and references should you wish to learn more about e-learning and teaching approaches.

Section 1: The CD-ROM as a teaching and learning tool

What does a CD-ROM do?A CD-ROM holds a large amount of digital information and can be used by teachers and students for storing information. You will find that the information on The Canoe Is the People has been saved permanently and cannot be adjusted or changed. The information on the CD-ROM can be copied onto as many computers as you like, so that many students can have access to the interactive resource at the same time.

The Canoe Is the People interactive resource has a variety of QuickTime video footage. This means you can use selected videos from the CD-ROM or the website to get a better understanding of how Pacific people travelled from island to island. The CD-ROM and the website are important resource tools for independent learning coupled with quality teaching.

How to care for the CD-ROMCaring for The Canoe Is the People CD-ROM is the same as caring for a new music CD that you have just brought from the music store. Keep the underside (with no label) clear of scratches and finger prints. The oil from fingers and scratches are likely to damage the information that has been stored on the disc.

How to use The Canoe Is the People interactive resource in classroom practiceTo assist in planning the use of the interactive resource, we have prepared a sample lesson plan. This plan assumes that the teacher has some experience in using Information Technology (IT) and has the appropriate facilities in the classroom or school (computer access, web access, DVD player, a projector, etc.). In addition, prior to this lesson, the students would have had lessons on using the computer. Tasks in previous lessons such as small group discussions, group debates, and small teamwork activities will have readied the students for this sample lesson. They would have also been working individually on activities to enable them to work independently when they need to.



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The focus here is on how to enable teachers to use The Canoe Is the People interactive resource, incorporating other digital and online resources as well as to help students learn about indigenous navigation in the Pacific.

It is important to remember that The Canoe Is the People interactive resource is one tool among many available to you as a teacher. In effect the CD-ROM and the website are ‘digital books of information’. Quality curriculum development and implementation, including the use of this interactive resource, will help increase knowledge and understanding about indigenous navigation in the Pacific.

Example lesson template

Level: Form 4/Year 9/Grade 11The student will be able to demonstrate knowledge and understanding of one of the topic areas from The Canoe Is the People interactive resource and

will be able to share their learning through a group presentation to the class.

Learning Outcomes (LOs)LO1. Identify skills relevant to indigenous

navigation in the Pacific.

LO2. Demonstrate communication skills incorporating IT capabilities by presenting their findings to the rest of the class.

LO3. Demonstrate the ability to work with others in group activities.

LO4. Demonstrate the ability to use PowerPoint presentation software to present to class.

Duration3–4 hours (if your class runs for only 1 hour then you may wish to use 3 to 4 class lessons).

TIME DESCRIpTION LEARNING OUTCOME RESOURCE

5 minutes Warm Up LO3 Warm Up activity that encourages group interaction and cooperation – e.g. collaborative solving of a riddle as a group; using the people in their group to spell out a word associated with indigenous navigation in the Pacific.

8-10 minutes LO1

Direct Instruction The teacher has set up the class so that students will be able to start their group tasks immediately after the teacher has given direct instructions. Computer/s is set up with CD-ROM and/or website ready to use. The teacher gives instructions about the work to be done. The instructions are also available in writing on the board or posters:

Instructions Each group is to prepare a PowerPoint presentation to share information about one of the following tasks. Your group assessment will not focus on information copied from your resources but what the group can explain without reading word for word, and communicate about the value of indigenous navigation in the Pacific:



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2 hours

LO3

Computers

interactive resource (from the CD-ROM or the website www.canoeisthepeople.org)

Computers

interactive resource (from the CD-ROM or the website www.canoeisthepeople.org)

Group 1: Using the interactive resource, along with online research and articles and contact with community members, identify and discuss the navigation skills and knowledge that have traditionally been of great value to Pacific Islanders.

Group 2:

Using the The Canoe Is the People as a resource, along with online research and articles and contact with community members, gather and analyse information about the value of traditional methods of becoming a navigator.

Group 3: Using The Canoe Is the People as a resource, along with online research and articles and contact with community members, gather and analyse information about the value of traditional methods of navigation.

Group 4: Using The Canoe Is the People as a resource, along with online research and articles and contact with community members, describe initiatives in their own countries and around the Pacific to revive and preserve traditional navigation.

Group 5: Using The Canoe Is the People as a resource, along with online research and articles and contact with community members, compare and contrast Micronesian and Polynesian non-instrument navigation.

Group work activity

In 5 groups where the teacher has given them instructions.

Set fundamental ground rules so that students know the procedure when working in groups e.g. take turns speaking, ensure everyone has a role and has a say, be respectful towards each other.

Each group must have a fono (meeting). The reason for a fono is to establish what everyone is doing in his or her group. It sets up structure and gives everyone an idea of what he or she is doing.

Teaching Point: Make sure that as a teacher you will be guiding the students towards learning. This means that you will have strategies for groups to work towards their goals e.g. give each student in their group a role, such as CD-ROM or website information gatherer, library researcher, and community information seeker. Remember that you as the teacher should have a clear idea of what you expect the students to have learned by the end of this lesson. You are the glue that helps hold the lesson’s curriculum together.



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What is e-learning? E-learning is another form of learning that has reshaped ideas about learning in a classroom. E-learning can be defined as learning through an electronic/digital medium whereby delivery of information is done through websites, intranet, CD-ROM and DVDs (Smaldino et al., 2005).

E-learning allows you to learn anywhere and usually at any time, as long as you have the right tools to access this medium and can include text,

video, audio, animation and virtual environments. E-learning can be done individually or in groups, and is often self-paced, hands-on learning. The emergence of E-learning shows that classroom practices have evolved from the 19th Century classroom setting towards a digital era whereby the classroom literally loses its walls and you engage your learning through cyberspace. Digital capability is changing the way teachers can teach within a classroom setting.


LO3

LO2

LO1

LO2

Set small timeframes for groups to master. Every half an hour the groups can meet and discuss what they have got in terms of research.

Teacher will coordinate and do check-ups on each group to encourage work.

Quality learning happens in the group discussions. Teachers need to be having dialogue with students getting them to share their findings with each other in their groups.

Assessment Information that has been gathered should now be transferred to a PowerPoint presentation.

The emphasis is not about information copied from their given resources but more about what they have learnt and understood and can communicate without reading word for word.

Computer PowerPoint

1 hour

AssessmentIn this lesson plan, assessment will be done through the means of presentations. This provides an excellent opportunity for feedback – peer-to-peer, student-to-teacher, and teacher-to-students. It is important to let students

know from the beginning that their group work investigation will be assessed through presentations at the conclusion of the class. This means that each group will be presenting their work to the rest of the class.

Section 2: E-learning and pedagogy to transform classrooms



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Yet, the importance of good teaching remains essential to high quality learning through digital technologies. Although E-learning offers a new generation of approaches to teaching and learning, it still has the same shortfalls as traditional classroom learning, such as boring slides, monotonous digital speech and also little interaction between learners. The reality for all teachers is that digital hardware is only a tool. E-learning is just another tool for teaching and learning. It is how you apply this tool in your teaching that will make the difference.

What do you need to be ‘E-learning’ capable?If you have the following IT equipment available then you are already becoming entrenched in the technology wave. If you have at least four of the IT tools listed below then you are technically in the digital era and can use these tools to increase your discourse in teaching in the classroom using ICTs:

1. Computer

2. Internet access

3. CD-ROM

4. Memory stick

5. Cell phone

6. Digital still camera

7. Digital movie camera

8. DVD player

9. Television

ComputerThis is the main hub that helps join all other IT equipment. Computers have rapidly become one of the key instructional hardware technologies in education. It can be used for a number of tasks related to teaching and learning. Computers have the ability to integrate and control a variety of IT equipment.

Internet AccessElectronic information that is accessible through computers. Internet connects networks of computers together right across the world. The Canoe Is the People website is on the Internet and can be accessed by anyone who has Internet access.

CD-ROMDigital information that is stored on a disk that is specific to the topic. For example, The Canoe Is the People CD-ROM has specific information that allows the user to gain knowledge about indigenous navigation in the Pacific.

Cell phoneThe cell phone can be used in a number of ways within a classroom environment. For example, as a warm up activity to promote in-group communication and cooperation: using cell phones to communicate answers via text messages only, create a treasure hunt around the school; group members use the cell phone camera as evidence that they were at a given location. Further activities include using the cell phone calendar for group project planning, plus internet searching.

Memory stickA memory stick stores and carries digitised information, such as photographs, PowerPoint presentations, video footage, music and interviews. The memory stick is like an electronic filing cabinet of information that can be integrated into lessons about indigenous navigation in the Pacific. Information can be uploaded and downloaded.



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Digital still cameraDigital photos can help tell a story about navigation, promote in-depth analysis of navigation tools, or record a group’s journey in

learning about indigenous navigation in the Pacific. With certain programmes, the pictures can be enhanced. Many digital cameras have video capability.

Video movieUsing digital video movies it is possible to capture and record footage that will help evaluate the students’ learning about indigenous navigation in the Pacific (e.g. community interviews, role playing important historical events in indigenous navigation). The video movie gives students the capability to communicate with others across international boundaries via the internet.

Some useful papers/referencesE-Learning pedagogy programme

www.jisc.ac.uk/whatwedo/programmes/elearning_pedagogy.aspx

Effective practice case studies for e-Learning www.jisc.ac.uk/whatwedo/programmes/elearning_pedagogy/elp_casestudies.aspx

Innovative e-Learning practice case studies www.jisc.ac.uk/whatwedo/programmes/elearning_pedagogy/elp_innov_casestudies.aspx

Paper: ‘e-Learning pedogogy in the third mellinnium the need for combing social and cognitive constructivist approaches’ http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=305554

eLearning the hype and the reality. http://www-jime.open.ac.uk/article/2004-12/212

Smaldino, Sharon E., Russell, J. D., Henich, R. and Molenda, M. (2005). Instructional technology and media for learning, New Jersey: Pearson.



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Pacific canoe builders test the merits of their work by the buoyancy of the vaka (canoe) when it is in the water. Buoyancy depends on the builder’s selection of wood and how they hollow-out the canoe. In many ways this is the task of the teacher – to choose their teaching materials wisely and with care; and then to craft each lesson with a desire to help learning grow and be ‘buoyant’.

As teachers, we have many ideas about what makes a difference in helping students learn. Sometimes our conviction that a certain approach works is based on our teaching experience; other times it is based on research evidence. While it is difficult to generalise, we can look to syntheses and meta-analyses of education research to tell us about how students learn best. This information can help promote good linkages between teaching and learning with The Canoe Is the People resource.

This section draws on findings from the Best Evidence Iterative Synthesis (Ministry of Education, New Zealand, Dr Adrienne Alton-Lee) and possibly the most comprehensive analytical education overview, completed by Professor John Hattie. This latter work draws on over 750 meta-analyses of 50,000 studies, involving more than 200 million students.

Our hope is that you will find information here that will help you design effective, challenging learning activities for your students, using The Canoe Is the People Resource Pack.

Best evidence of what helps student learnQuality Teaching for Diverse Students in Schooling: Best Evidence Synthesis (Alton-Lee, 2003) contains ten characteristics generated out of a synthesis of research into what helps students from diverse backgrounds to learn and succeed in school education. The report1 is one of a series of Best Evidence Syntheses commissioned by the Ministry of Education, New Zealand, drawing upon a world-wide search of research into student learning. It draws together in a systematic way the available evidence about what works to improve education outcomes, how to make a momentous difference in the education of children and young people.

what helPs PacIfIc students learn

Quality teaching helps students learn during The Canoe Is the People lessonsThe quality of our teaching will be a key influence on outcomes for students learning during The Canoe Is the People lessons. Research evidence reveals that up to 59% of variance in student performance is attributable to differences among teachers and classes, while only 21%, but generally less, is attributable to school level variables, such as school location, school size or principal. Evidence shows teaching that is responsive to student diversity can have very positive impacts on low and high achievers at the same time. The following section describes ten characteristics of teaching that could be used when teaching The Canoe Is the People lessons, to maximise learning.

Ten research-based characteristics of quality teachingThe ten research-based characteristics of quality teaching derived from the research are generic in that they reflect principles derived from research across the curriculum and for students across the range of schooling years (age five to eighteen). How the principles apply in practice is, however, dependent on the curriculum area, and the experience, prior knowledge and needs of the learners in any particular context.

If you are thinking about how to create the most interesting stimulating experiences from The Canoe Is the People resource, the Alton-Lee synthesis suggests that good teaching would do the following:

1. Focus on student achievement (including social outcomes) and help each student achieve high levels of learning outcomes (e.g. choose from the full range of learning objectives in the curriculum frameworks and lesson plans of The Canoe Is the People Resource Pack.

2. Use teaching practices that help students to work as members of caring, inclusive, and cohesive learning communities (for example, establish protocols for group work such as ensuring every group member gets to be heard, promoting and sharing responsibility, (such as group leader), focusing on problems and tasks that can be solved together (not as individual personalities), and valuing questioning and investigation).



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3. Make links between school and other contexts in which students live and learn, for example, to help support learning in schools (e.g. hold class meeting with parents, encourage use of e-mail or newsletters, inform parents and community members about the upcoming study of indigenous navigation in the Pacific. Seek their involvement in collaborative sessions, negotiate opportunities for supervised outings to view artefacts, relevant historical sites, or contemporary waka. Share The Canoe Is the People CD-ROM and interactive resource with the parents and keep them informed about progress with the lessons. Invite parents to a final session where students share their learnings from studies of indigenous navigation in the Pacific. You can find more information about how to link school and home in the section Aligning community knowledge with curriculum.

4. Be attentive to how students learn and process information (i.e. consider the different ways in which the information in The Canoe Is the People might be presented in written, oral, aural, or kinaesthetic formats).

5. Provide opportunities to learn that are meaningful to the students and meet their needs as learners (e.g. relate stories and history to real events and places that are known to the students).

6. Support learning cycles by using a variety of tasks (such as small group work, independent study, role play, the Arts).

7. Ensure that curriculum goals, resources (including ICT usage), tasks, and school practices operate from the same values base and with the shared objective to support student learning about indigenous navigation in the Pacific.

8. Use teaching techniques that help your students to be independent, thoughtful learners. For example, as part of The Canoe Is the People lessons hold a debate into the relevance of indigenous navigation in the modern world. Ask the team members to

allocate responsibility for different aspects of the debate, research their aspect and present it to the class. Establish a judging panel from the class who must develop evaluation criteria for judging each team member’s case.

9. Help your students to take part in assessment that is goal-oriented. For instance, state the lesson’s objectives at the beginning of a lesson, as well as the planned assessment task. Ask the students at the end of the lesson to assess how well they have met the lesson’s objectives.

10. Use teaching approaches that encourage ‘cognitive stretch’ and challenge for the students, and provide useful feedback to each student. Why ‘feedback’ is important and how it might take place has been a key finding of the Hattie meta-analysis. Read on, if you are interested in how you as a great teacher might incorporate feedback into your Canoe Is the People lessons.

So what practices should teachers use, to help students learn during The Canoe Is the People lessons? The Hattie meta-analysis provides some useful insights.

What a meta-analysis doesMeta-analysis is a statistical technique for reviewing existing quantitative research or studies on a particular issue, and combining them to get an overall result. An effect size of ‘1’ indicates that a particular approach to teaching advanced the learning of the students in a study by one standard deviation above the mean. What this means is that a teaching practice with an effect size of ‘1’ is very good. Anything above is well worth considerable effort to achieve. An effect size less than ‘1’ deserves less effort, and is of marginal benefit to students’ learning.

As you can see in the following table, feedback and instructional quality are two very good teaching techniques, worthy of integration into The Canoe Is the People lessons. You may be surprised at some of those listed at ‘0.38’ effect size or lower, which research suggests are significantly less effective teaching methods.



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A few things for the teacher and the learner to focus on when teaching The Canoe Is the PeopleHattie’s analyses show that 30% of what makes a difference to students learning is in the hands of teachers. Hattie emphasises that teachers do make a difference. Based on the analyses, Hattie (2007)

suggests that an ‘expert teacher’ using The Canoe Is the People would do the following things well and often when helping their students to learn:

Provide clear learning intentions

Provide challenging success criteria

Table 1: What has the greatest effect on student’s learning: Summary of Hattie’s findings (2009).

INFLUENCE EFFECT SIzE SOURCE OF INFLUENCE

Feedback 1.13 Teacher

Students’ prior cognitive ability 1.04 Student

Instructional quality 1.00 Teacher

Direct instruction 0.82 Teacher

Remediation/feedback 0.65 Teacher

Students’ disposition to learn 0.61 Student

Class environment 0.56 Teacher

Challenge of Goals 0.52 Teacher

Peer tutoring 0.50 Teacher

Mastery learning 0.50 Teacher

Homework 0.43 Teacher

Teacher Style 0.42 Teacher

Questioning 0.41 Teacher

Peer effects 0.38 Peers

Advance organisers 0.37 Teacher

Simulation & games 0.34 Teacher

Computer-assisted instruction 0.31 Teacher

Testing 0.30 Teacher

Instructional media 0.30 Teacher

Affective attributes of students 0.24 Student

Physical attributes of students 0.21 Student

Programmed instruction 0.18 Teacher

Audio-visual aids 0.16 Teacher

Individualisation 0.14 Teacher

Finances/money 0.12 School

Behavioural objectives 0.12 Teacher

Team teaching 0.06 Teacher

Physical attributes (e.g., class size) 0.05 School



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Teach for a range of learning strategies

Know when students are not progressing

Provide feedback

Visibly learn themselves

In turn, active learners in The Canoe Is the People lessons will:

Understand learning intentions

Are challenged by success criteria

Develop a range of learning strategies

Know when they are not progressing

Seek feedback

Visibly teach themselves

But the teaching approach that will have the highest effect size when teaching The Canoe Is the People will be feedback. Feedback from teachers to students has almost three times the average effect size. This is an essential, but also diverse teaching approach:

... the most powerful single moderator that enhances achievement is feedback. The most simple prescription for improving education must be ‘dollops of feedback’. The effect-sizes for reinforcement is 1.13, remediation and feedback .65, mastery learning (which is based on feedback) .50; more specifically, homework with feedback is much more effective than homework without feedback, and recent reviews point to the power of feedback as a discriminator between more and less effective uses of computers in classrooms. This does not mean using many tests and providing over-prescriptive directions, it means providing information how and why the child understands and misunderstands, and what directions the student must take to improve. (Hattie, 1992:4)

While as teachers we may think that feedback is simply about the conversation a teacher has with the student, Hattie’s analysis shows that the priority is to maximise feedback to the teacher. Including feedback in The Canoe Is the People lessons will help the you as the teacher to know:

Whether your teaching methods have been successful or not

Whether your learning intentions are worthwhile and challenging

Whether your students are attaining their desired success criteria

Which students have learnt or not learnt

Where you can capitalize on student strengths and minimize gaps

Where students are on the learning ladder

Whether you as the teacher and your student(s) have a shared conception of progress

What is optimal for you to teach next

Hattie (2007) proposed five key characteristics that should compromise quality, highly effective feedback: provide correct feedback; about previous attempts; related to more difficult goals; that does not discourage; or threaten the learner’s self-esteem. High quality feedback then, between the teacher and student is a dynamic, learner- and learning-centred process that helps answer the learner’s questions about: Where am I going? How am I going? Where to next?

ConclusionTeaching lessons from The Canoe Is the People is complex and creative. Every day, you will be working with groups of students from different backgrounds and cultures. If you are an expert teacher you will focus on the needs of individual students and make sure that the others in the class continue to be engaged in their learning. Effective teaching in The Canoe Is the People lessons is based on you continually asking and answering these questions in relation to students’ learning:

Where are my students at now, and where do I want them to go? You use available information to find out what is known about your students and what they need to learn about indigenous navigation in the Pacific. You then use this information, your knowledge of what the community expects, and curricula goals to choose the outcomes most worth pursuing, within the time available.



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What might I try? You pull together all the evidence you have from formal and informal research (from your own practice and the experience of colleagues) to design and carry out a course of action based on the outcomes.

What happened for my students as a result? You look at the impact of your teaching on the students’ learning about indigenous navigation in the Pacific, measured against the outcomes. You think about what you might need to do differently, if necessary.

How do students learn best?

TEACHERS NEED TO: STUDENTS NEED TO:

Create a supportive learning Accept one another and form positive relationships with environment for all students. students and teachers.

Deliver effective instruction based Individual learning goals and monitor their on the student needs and feedback. help to set progress.

Encourage reflective thought action. Stand back from the information or ideas and action. that they have engaged with, think about these objectively and translate thought into action.

Enhance the relevance of new learning. Understand what they are learning, why they of are it, and how they will be able to use their new learning.

Facilitate shared learning (including Take part in shared activities and conversations with other that of the teacher-as-learner). people, including family members and people in the wider community.

Make connections. Integrate new learning with what they already understand.

Provide enough opportunities to Have enough time and opportunity to engage with, learn (including through direct teaching). practise, and transfer new learning.

References

Alton-Lee, Adrienne. (2003). Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis Iteration (BES). Wellington: New Zealand Ministry of Education.

Hattie, J. (1992). Towards a model of schooling: a synthesis of meta-analyses. Australian Journal of Education, 36, 5–13.

Hattie, J. and Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112

Hattie, John, (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. New York: Routledge.



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how teachers can lInk communIty knowledge wIth the currIculum

One of the areas identified as being crucial to achieving the long-term goals of education across the Pacific is increased effective communication between teachers and Pacific families and communities. This section provides advice on how teachers might align community knowledge with the curriculum in The Canoe Is the People educational resource. We begin with some general principles before looking at how to link community and curriculum.

Some general principles

IT IS IMpORTANT TO THINk CAREFULLY ABOUT THE pEOpLE OF THE pACIFIC

Pacific peoples, families and communities are not a homogeneous group. There are inter- and intra-ethnic variations in the cultures of the peoples from the different Pacific Nations. Pacific statistical data and research needs to be disaggregated into ethnic specific and intra-ethnic specificities. This means there is no generic ‘Pacific community’ but rather peoples of the Pacific who align themselves variously, and at different times, along ethnic, geographic, church, family, school, age/gender-based, youth/elders, occupational lines, or a mix of these. Therefore, it is important that these various contexts of ‘Pacific communities’ are clearly defined and demarcated when developing curriculum that is relevant and responsive to local populations.

IT IS IMpORTANT TO THINk CAREFULLY ABOUT THE ROLE OF CURRICULUM IN THE pACIFIC

The role of curriculum in the Pacific has at least two important purposes. In the first instance it is to identify and promote Pacific nation worldviews, which should begin by identifying Pacific nation values, and the way in which Pacific nation societies create meaning, structure and construct reality. Secondly, and in a complementary way, the purpose of curriculum in the Pacific is to claim, reclaim, and acclaim Pacific nation knowledges and values for the peoples of Pacific nations; in ways that help meet indigenous aspirations and needs – both local and international. In this way, The Canoe Is the People curriculum is enabling and empowering, educative and practical, holistic and specific, responsive and inclusive to changing Pacific contexts.



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IT IS IMpORTANT TO THINk AND ACT CAREFULLY IN RELATION TO THE WAYS OF THE pEOpLES OF THE pACIFIC

While it is problematic to generalise across such a diverse demographic and geographic region, some recurring themes about being from the Pacific have been documented. Teachers can align curriculum with community knowledge by integrating features of the ‘Pacific Way’ (Crocombe, 1975) when seeking community knowledge about indigenous navigation, and when teaching. General features of the ‘Pacific Way’, when adapted to teacher-community interaction would include:

talking things over rather than taking rigid stands,

being prepared to negotiate, being flexible,

adaptation and compromise,

oratory and verbal negotiation in ways that complement deep traditional roots in Pacific cultures. Therefore the Pacific way can be spoken rather than written,

connecting with kinship networks, which can be very wide allowing literally thousands of people to claim kinship or affinity,

demonstrating universal Pacific notions of generosity with time, labour and property,

working with Pacific perceptions of ‘time’, leisure, dress, food, dancing,

respecting the inseparable dynamics of church and culture, and indigenisation of Christianity.

More specifically, as Anae et al (2001) have suggested it is generally felt that there may exist some common Pacific values such as:

respect reciprocity

communalism collective responsibility

gerontocracy humility

love service

spirituality

However it should be recognised that these values may be practised differently amongst the different Pacific groups, as well as within these groups.



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ALIGNING COMMUNITY kNOWLEDGE WITH ThE CANOE IS ThE PEOPLE CURRICULUM THROUGH COMMUNITY-TEACHER pARTNERSHIpS

Effective partnerships between teachers and their communities can help lift student achievement and learning outcomes from The Canoe Is the People. When based on principles of cultural inclusion and partnership in schools, community-teacher partnerships can lead to the development of curriculum directly linked to better learning experiences and outcomes:

‘Positive synergies between the home and school environments is an area where schools can make a difference. Therefore it is important that schools work with parents in order to facilitate their interaction with their children and their schools in ways that may enhance their children’s learning.’ (PISA (Programme for International Student Assessment) 2000).

If you are interested in using Community-Teacher Partnerships as part of your teaching with The Canoe Is the People you could anticipate the following kinds of outcomes:

reinforcement of the role of parents, families and communities as the greatest influences on children’s learning and development, essential to their success at school;

endorsement of what families and teachers are already doing for children’s learning;

creating ways for families and teachers to work together to make an even greater impact on student’s learning, including cultural identity, history, literacy and languages development;

increasing parents’ and families’ understanding of practical ways of helping children learn;

increasing the integration of community knowledge into curriculum design and delivery, including inviting community members to be speakers, interviewed, reviewers of student assignments about indigenous navigation in the Pacific;

establishing a caring, working partnership between teachers and the community.

Your community-teacher partnership could take many forms. These might include: informal and regular networking between community and yourself as the teacher, a series of workshops aimed at increasing understanding of the importance of teacher-home linkages for studying indigenous navigation in the Pacific, ways in which community knowledge, waiata, dances, artefacts about navigation and canoe building can be so important for children’s learning, new technologies being used to help children learn (e.g. The Canoe Is the People



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CD-ROM and website, web-based learning communities), regular school-community meetings in which performances by children and upcoming curriculum themes are shared, web-based communications between the teacher and community, sharing student work and current study themes; and exchanging ways in which parents and communities might help with children’s learning about indigenous navigation in the Pacific.

You may already feel well connected to your community and have these links as part of your personal and professional practices. Our hope is that you will continue to look for ways to use and grow these links when leading lessons from The Canoe Is the People.

ReferencesAnae, M., Coxon, E., Mara, D., Wendt-Samu, T., Finau, C. (2001).

Pasifika education research guidelines. Wellington, New Zealand, Ministry of Education.

Crocombe, R. 1975. The Pacific Way: An emerging identity. Suva: Lotu Pasifika Productions.



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The lesson plans in this resource encourage students to be actively involved with their learning and to take part in group and cooperative learning. The following list of possible learning activities describes methods used in the lesson plans.

Exposition/short lecturesAlthough most of the approaches to learning recommended by this Teacher’s Manual are learner centered and cooperative, the new, unfamiliar and sometimes technical content will at times require direct input and explanation by the teacher. It is suggested that these micro lectures are short, 10-15 mins, and come at the beginning and end of a class or when the need arrives and that good use is made of questions and answers.

QuestioningAlmost every lesson plan includes questioning. Good, clear, well focused questions are a very good way of establishing what learners already know and where the gaps in their knowledge are.

Below are some guidelines to help you to ask effective questions

Encourage your students to ask questions. Tell them that we learn from asking good questions

Always use simple, easy to understand language, and only ask one question at a time

Make sure that the questions are consistent with the lesson topic and objectives

Vary the degree of difficulty of the questions. Make some easy, especially at the start of the class and some more difficult especially at the end. This will make your learners think about and process the answers

Try to ensure that most of the questions can not be answered with only one word or ‘Yes’ or ‘No’

Make sure that all class members have a chance to answer, don’t direct all of your questions to the same learners.

Give your students time to think about the answer to the question, do not be afraid of a few seconds silence, ask the question again and if necessary rephrase and repeat it.

Listen carefully to the answer, ask if anyone else in the class would like to add to the answer.

teachIng & learnIng methods In thIs resource



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If you are asked a question that you do not know the answer to, just say, ‘I don’t know, how we can find out?’. Do not give an inaccurate answer. You are not an expert on Non Instrument Navigation.

Group workSmall group work is an excellent way of actively involving students in their learning and many of the learning objectives can be achieved by students working on projects together in small groups, but the learning process has to be well planned and well managed.

Keep the groups small, ideally no more than 3 or 4 in a group

Make sure that the groups know what they have to do and how much time they have to do it

Monitor and supervise the groups closely to ensure that all members are engaged with and participate fully in the task

Try to mix the groups up so that there are boys and girls and mixed ability levels. The more able will learn by explaining to their colleagues.

Get the group to evaluate their performance. Did they achieve their objectives? How well did the group work together? Was the quality of their work good? Could it have been improved? How could it have been improved?

Guest speakersGuest speakers are a rich source of information, especially for this subject. Involving people who have specialist knowledge about non instrument navigation, especially community elders, is an excellent way of ensuring that their knowledge is recognized, valued and passed on. However, you will need to make the time and effort to find out who these people are and to contact them well in advance. The speaker and the class must be well prepared in order to ensure a successful class.

Make sure that you give the speaker enough notice and that the speaker knows exactly why they are being asked to talk to your class and what you would like them to talk about. If possible you should spend some time with them before the class explaining what you have already covered and how their input fits in.

Prepare your students by telling them about the visit and helping them to prepare some relevant questions



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Research projectsEncourage your students to carry out their own research into the subject area, as individuals or in small groups. Your more able students may particularly enjoy doing their own research and have their own ideas about how their research could be extended, encourage them to do this, it will help them to learn more from the activity. This research may involve them interviewing members of their family and community.

The research will need to be directed by the teacher, so make sure that the students have written guidelines about how to conduct the research and that they write a research plan.

Ensure that you discuss the research plan with your students and that you are aware of and approve all research activities

Ensure that you give the students guidance as to how to write a research report

Encourage them to reflect and evaluate their research and to identify how it could be improved.

Class trips Taking your class on a trip or visit to a place or site of interest can be a stimulating and exciting experience for students. But, it needs careful planning in order to ensure that it is conducted safely and that it is a learning activity and not just a day off school or college.

If you are unfamiliar with the site yourself, make sure that you visit it ahead of time to check location, safety and relevance and ensure that you obtain any necessary permission

See if an outside speaker who is more knowledgeable than you about the site could join you there

Make sure that the students have a note book with them to record their learning and observations

Have a follow up discussion as soon as possible in the class room about the trip and what was learnt from it

Ensure that each learner has a written record of the field trip and what was learnt from it.

Debates Debates can be informal or formal and are an excellent way of developing communication and critical thinking skills.

Randomly assign students to one side of the debate

Give some time for students to think about their positions and what they are going to argue

Give each side the same amount to time to put forward their case and to offer a rebuttal



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Finish the debate by taking a poll of the class

Ask the class what they thought were the most convincing arguments and why?

Ethnomathematics

The study of indigenous navigation of the Pacific involves the use of ethnomathematics and also ethnoscience.

First referred to in 1977, ethnomathematics is the study of the relationship between mathematics and culture. It refers to a broad cluster of ideas ranging from distinct numerical and mathematical systems to multicultural mathematics education. Ethnomathematics aims to help understand and appreciate links between culture and mathematics. The Canoe Is the People has many examples of ethnomathematics – from both the Western world (e.g. the size of an angle, the names for numbers, counting systems) and the Pacific nation worlds (the charting of wind and currents on stick charts, number groupings, addition, subtraction). A key principle is that mathematics systems of different cultures have inherent logic and importance.

As students work through the learning activities in this resource the teacher may wish to consider the following aspects that profile the presence and relevance of ethnomathematics:

How is maths used in western and Pacific systems to teach how to sail a boat? What are the similarities and the differences?

Analyse the design features and community explanations of traditional canoe design and decoration.

How do maths concepts feature in traditional stories about indigenous navigation in the Pacific?

‘Ethnoscience’ has a range of meanings, but for our purposes we’re thinking of ethnoscience as being a culture’s system of classifying knowledge. Classification might be in files, microchips, English, Samoan, Tongan, Cook Island Maori, Fijian; it might be classified in chants, on charts, in designs on rock walls, or the carvings on a boat. A key principle is that understanding of cultural knowledge is only possible when seeing the world from the perspective of that culture. Observation is insufficient. True and actual understanding is necessary. This means that in studying navigation the following elements of ethnoscience could consider:

What is the science of canoe building, sailing and navigation from the perspective of this culture?

How do culture and fact combine usefully to help good navigation happen?

What are the similarities and differences, benefits and losses of western and Pacific science systems?


Assignment


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Archaeology: The study of ancient living places and artifacts.

Aruruwow: A secret method from the Caroline Islands of remembering star paths.

Backsighting: Using a landmark such as an island, stone or fire as a reference point when starting out.

Ballast: Heavy weights such as rocks or sand which is placed in the hull of a boat to stop it capsizing.

Bow: The front of the canoe.

Course made good: The course that the canoe actually travels.

Currents: The movement of water in a horizontal direction. Ocean currents vary in their speed and depth and may be temporary, and caused by winds and tides, or more permanent, such as the equatorial currents.

Dead reckoning: Estimated position of the canoe.

Deep phosphorescence: Light seen in the ocean at night which is caused by glowing organisms.

Diffract: The bending of waves around obstacles in their path.

Estimate: A rough guess.

Etak system: A traditional belief from the Caroline Islands that the canoe remains stationary and that stars and islands move past it.

Dugouts: Canoes made by digging out the centre of a log using fire or an adze.

Geology: The study of study of how the planet Earth and its land and oceans were formed.

GPS: Global Positioning System: A hand held computer that uses a satellite to identify the position at sea of a boat or ship.

Heading: The direction the canoe is sailing in.

Indigenous peoples: The first people to inhabit a continent or country.

Instinctual navigation: Guiding the direction and estimating the position of a boat or canoe by using the senses of sight, smell, sound and touch.

Glossary



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Instrument navigation: Guiding the direction and estimating the position of a boat or ship by using mechanical equipment such as a magnetic compass.

Intellectual navigation: Guiding the direction and estimating the position of a boat or canoe by using observation, knowledge and memory.

Interrupted swells: Waves affected by reflection off and refraction around islands.

Knot: The speed at which a vessel travels at sea. 1 knot = 1.15 miles per hour.

Landfall: Arriving at the destination.

Latitude: The distance north or south of the equator measured in degrees. One degree is equal to 60 nautical miles.

Leeway: The sideways movement of a canoe caused by the wind.

Line of position: An imaginary line along which a canoe can be located based on the location of a sky or land based object.

Longitude: The distance east or west of the prime meridian, expressed in degrees or time.

Ocean swells: Waves caused by wind.

Outrigger: A side float to balance or stabilize a canoe. Can be single (on one side) or double (on both sides).

Navigation stones: Large stones used for back sighting and land fall.

Nautical mile: The standard unit for a nautical mile is 6,080 feet or 1.15 statute miles (statute mile = 5,280 feet. There are 60 nautical miles in each degree of latitude).

Non-instrument navigation: Traditional navigation which relied on observation, memory and the senses of sight, hearing, touch and smell.

Ofanuw: A Caroline Islands method of remembering star paths.

Pole chart: A mental image of a bamboo pole which lists reefs, islands and other reference points.

Pwo ceremony: A four day initiation ceremony for navigators recently reintroduced in the Caroline Islands.

Rafts: Floating Platforms made from logs tied together.

Reference course: An imaginary line heading generally in the direction of the navigator’s destination that helps him to keep a mental track of his daily progress. It is a line to remember not a course to be sailed.



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Reflection: The action of waves when they are bounced back off on an island to create a swell.

Rigging: Ropes used to raise and set sails.

Satellite: Electronic machines that orbit the Earth.

Sawei voyages: Special religious and trading voyages between the Caroline Islands.

Sea life inventories: Secret knowledge about the position of sea life such a sharks, whales and octopus.

Seaworthy: A well built canoe that is safe and reliable at sea.

Sensory navigation: Using the senses of sight, hearing, touch and smell to navigate a canoe.

Sidereal compass: The horizon points where stars rise and set.

Shunting: Changing the direction of the canoe by moving the steering oar or rudder to the front or back of the canoe.

Star compass: A mental map of the night sky held in the navigator’s memory showing star positions.

Star path: A succession of stars which the bow and stern of a canoe are lined up with to steer a course.

Star pit: The clear night sky immediately below the last star to rise above the horizon.

Steering stars: See Star path.

Stern: The back of the canoe.

Stick chart: A form of ocean map made out of sticks and shells that could show islands and ocean swells.

Trade winds: Well known and relatively predictable winds with a regular annual cycle.

Tacking: Changing the direction of the canoe when sailing into the wind by changing the side of the sails.

Wayfinding: A term used to describe non instrument navigation which uses natural phenomena such as the stars, wind, ocean swells and sea life and the senses of sight, sound, smell and touch to determine direction in which to sail in order to find land.

Wind compass: The names of up to 32 wind directions known to Pacific Island Navigators and used as a secondary indicator of position.

Zenith star: A star which passes directly over the destination island.



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Source: Icons from Te Papa: Pacific p.38

Outrigger canoe (camakau) from Fiji


Assignment


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Strand A Beginnings and Origins



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Lesson ObjectivesLearners will be able to:

Suggestions for curriculum entry pointsTopic Sub topic

1. Beginnings 1.1. Island Stories 1.1.1. Describe the origins of the Pacific Islands as told in myths and legends.

Social/Cultural Studies

History

1.1.2. Remember and tell at least one myth or legend which explains the origin of their country/island.


English

1.1.3 Remember and tell at least one myth or legend which explains the origin of one other Pacific Island country.


English

1.2. Archaeological Stories

1.2.1. Name and describe at least three significant archaeological sites in their country.


History

1.2.2. Name and describe at least one significant archaeological site in one other Pacific Island country.


History

English

1.3. Traditional Seafaring Knowledge and Beliefs

1.3.1. Identify and list the core knowledge, beliefs and skills about seafaring which have traditionally been of great value in their culture and other Pacific Island countries.


English

strAnd A: beginnings And Origins – curricuLum FrAmeWOrk

2. The Origins of Pacific Island Peoples

2.1. Early Migrations 2.1.1. Identify and explain the likely origins of Pacific Island peoples.


History

Geography

2.1.2. Identify the likely point of origin of their ancestors.


History

Geography

2.1.3. List three reasons for early migration in the Pacific.

English


History

Geography

2.2. Pre-European Voyages

2.2.1. Identify the most likely route taken by their ancestors.

Geography

History

Maths/Geometry

2.2.2. Describe the likely conditions on board the canoe.

English

2.2.3 Describe the difference between intentional and drift voyages.

English

Geography

History



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strAnd A: beginnings And Origins – mArking scheme

1.1.1. Describe the origins of the Pacific Islands as told in myths and legends.

1.1.2. Remember and tell at least one myth or legend which explains the origin of their country/island.

1.1.3. Remember and tell at least one myth or legend which explains the origin of one other Pacific Island country.

1.2.1. Name and describe at least three significant archaeological sites in their country.

1.2.2. Name and describe at least one significant archaeological site in one other Pacific Island country.

1.3.1. Identify and list the core knowledge, beliefs and skills about seafaring which have traditionally been of great value in their culture and other Pacific Island countries.

LeArning Objectives FeedbAck On LeArning demOnstrAted Achievement•Taskundertaken •Studentperformance •Studentschallenged •Nextsteps by the task



48

2.1.1. Identify and explain the likely origins of Pacific Island peoples.

2.1.2. Identify the likely point of origin of their ancestors.

2.1.3. List three reasons for early migration in the Pacific.

2.2.1. Identify the most likely route taken by their ancestors.

2.2.2. Describe the likely conditions on board the canoe.

2.2.3. Describe the difference between intentional and drift voyages.



49The Canoe Is the People: Indigenous Navigation in the Pacific

Sugg

estio

ns fo

r

Cur

ricu

lum

Ent

ry P

oint

s

Soci

al/C

ultu

ral S

tudi

es

His

tory

Soci

al/C

ultu

ral S

tudi

es

Engl

ish

Soci

al/C

ultu

ral S

tudi

es

Engl

ish

Revi

ew a

nd c

onso

lidat

e le

arni

ng

Lear

ning

Exp

erie

nces

Verb

al e

xpla

natio

n

Que

stio

ns &

ans

wer

s

Verb

al e

xpos

ition

: tel

ling

of m

yths

and

lege

nds

whi

ch

expl

ain

the

orig

ins

of th

e Pa

cific

Isla

nds

Que

stio

ns &

ans

wer

s

Verb

al e

xpos

ition

: tw

o lo

cal m

yths

and

lege

nds

Que

stio

ns &

ans

wer

s

Gro

up w

ork:

read

and

disc

uss

exam

ples

of l

ocal

myt

hs

and

lege

nds,

rete

ll su

mm

ary

of o

ne to

who

le c

lass

Indi

vidu

al w

ork:

Ass

ignm

ent A

1.1:

writ

e a

shor

t su

mm

ary

on a

loca

l myt

h or

lege

nd

Verb

al e

xpos

ition

: myt

hs a

nd le

gend

s fro

m th

ree

diffe

rent

cou

ntrie

s

Que

stio

ns &

ans

wer

s

Sum

mar

y of

con

tent

Que

stio

ns &

ans

wer

s

Lear

ning

res

ourc

es

Lear

ner’s

Tex

t (pp

.7–1

0)

Inte

ract

ive

reso

urce

(The

Can

oe

Is th

e Pe

ople

CD

-RO

M o

r w

ebsit

e): B

egin

ning

s

Lear

ner’s

Tex

t (pp

.10–

12)

Inte

ract

ive

reso

urce

: Beg

inni

ngs

– Is

land

er A

ccou

nts

Inte

ract

ive

reso

urce

: Beg

inni

ngs

– Is

land

er A

ccou

nts

Han

dout

pre

pare

d by

the

teac

her

Myt

hs a

nd le

gend

s w

ritte

n on

bo

ard

Blac

klin

e M

aste

r Ass

ignm

ent A

1.1

Lear

ner’s

Tex

t (pp

.10–

12)

Inte

ract

ive

reso

urce

: Beg

inni

ngs

– Is

land

er A

ccou

nts

Obj

ectiv

es

Lear

ners

will

be

able

to:

Und

erst

and

the

reas

ons

for

stud

ying

the

subj

ect a

rea

and

Stra

nd A

.

1.1.

1. D

escr

ibe

the

orig

ins

of th

e Pa

cific

Isla

nds

as to

ld in

myt

hs

and

lege

nds.

1.1.

2. R

emem

ber a

nd te

ll at

le

ast o

ne m

yth

or le

gend

whi

ch

expl

ains

the

orig

in o

f the

ir co

untry

/isla

nd.

1.1.

3. R

emem

ber a

nd te

ll at

le

ast o

ne m

yth

or le

gend

whi

ch

expl

ains

the

orig

in o

f one

oth

er

Paci

fic Is

land

cou

ntry

.

Reca

p an

d su

mm

ary

of s

ub to

pic.

str

An

d A

: be

gin

nin

gs

An

d O

rig

ins

Less

on 1

.1. B

egin

ning

s: Is

land

Sto

ries



Feat

ures

of t

his

less

on

Purp

ose,

sup

port

s an

d ch

alle

nges

in th

e le

sson

This

less

on a

ims

to g

row

aw

aren

ess

of tr

aditi

onal

sto

ries

abou

t hist

oric

al a

nd c

ultu

ral b

egin

ning

s.

Stud

ents

are

sup

porte

d to

val

ue th

eir a

nces

try, a

nd

stor

y-te

lling

.

Som

e st

uden

ts m

ay fi

nd th

ere

are

diffe

renc

es in

sto

ries

abou

t the

sam

e th

ings

& w

ill h

ave

to th

ink

abou

t ‘tru

th’.

A fu

rther

cha

lleng

e is

over

wes

tern

way

s of

thin

king

of

orig

ins

stor

ies

as ‘l

egen

ds’ o

r ‘m

yths

’.

Intr

oduc

ing

the

less

on

Link

s to

stu

dent

s’ p

rior

kno

wle

dge

and

voca

bula

ry

Hel

p th

e st

uden

ts to

reac

h fu

rther

& fu

rther

bac

k in

to

thei

r hist

ory.

Ask

them

wha

t the

ir ea

rlies

t mem

ory

is. If

w

e w

ere

to te

ll a

stor

y ab

out t

he e

arlie

st ti

mes

for t

his

islan

d, w

hat d

o yo

u th

ink

wou

ld b

e in

that

sto

ry?

Use

th

is tim

e to

intro

duce

the

wor

d ‘o

rigin

s’ (a

nd ‘o

rigin

al’).

Ther

e ar

e tra

ditio

nal s

torie

s th

at te

ll us

abo

ut th

e or

igin

s of

our

isla

nds

here

in th

e Pa

cific

. Use

this

time

to in

trodu

ce th

e w

ords

‘tao

nga’

(Mao

ri. M

eani

ng:

‘trea

sure

’), ‘i

ndig

enou

s’, ‘

mig

ratio

n’, ‘

pre-

hist

oric

’, an

cest

ors’

and

‘leg

ends

’.

Can

you

tell

me

a st

ory

abou

t the

ver

y ea

rlies

t tim

es, a

st

ory

abou

t our

orig

ins?

Dis

cuss

ion

Sam

ple

ques

tions

to p

rom

ote

criti

cal t

hink

ing

and

link

to th

e pu

rpos

e

Wha

t que

stio

ns d

o yo

u th

ink

stud

ents

you

r age

nee

d to

be

able

to a

nsw

er a

bout

the

orig

ins

of th

e Pa

cific

Is

land

s?

Wha

t was

life

like

in th

e ea

rly d

ays

in th

e Pa

cific

?

Wha

t do

you

thin

k w

as th

e m

ost l

ikel

y ro

ute,

can

oe

and

cond

ition

s ex

perie

nced

by

ance

stor

s cr

ossin

g th

e Pa

cific

? W

hy?

Why

are

ther

e di

ffere

nt p

ersp

ectiv

es o

n lif

e, m

igra

tion,

an

d se

ttlem

ent i

n pr

e-hi

stor

ic P

acifi

c tim

es?

Is it

im

porta

nt?

Teac

hing

to h

elp

stud

ents

lear

n

Opp

ortu

nitie

s fo

r fe

edba

ck

Ask

the

stud

ents

to w

rite

dow

n ‘T

he T

hree

Som

ethi

ngs’

: So

met

hing

new

that

I le

arne

d fro

m th

is le

sson

. So

met

hing

mor

e I w

ould

like

to k

now

. Som

ethi

ng e

lse

I wou

ld li

ke to

tell

you

abou

t thi

s le

sson

. Fee

dbac

k is

anon

ymou

s, s

umm

arise

d an

d sh

ared

with

the

stud

ents

at

the

next

less

on. I

f it i

s ab

out t

each

ing

tech

niqu

es

(‘Som

etim

es y

ou ta

lk &

writ

e on

the

blac

kboa

rd a

t the

sa

me

time.

I ca

n’t h

ear y

ou’)

then

let t

he s

tude

nts

know

w

hat w

ill b

e do

ne to

impr

ove

mat

ters

. If i

t is

abou

t co

nten

t, th

en s

hare

sol

utio

ns to

thes

e re

ques

ts a

lso.

Mor

e in

form

atio

n ab

out e

xper

t tea

chin

g m

etho

ds c

an

be fo

und

in th

e se

ctio

n W

hat h

elps

Pac

ific

stud

ents

le

arn

(p.2

8)

Con

nect

ing

with

the

com

mun

ity

Afte

r see

king

sup

port

from

you

r Prin

cipa

l mee

t with

co

mm

unity

lead

ers

to b

rief t

hem

abo

ut th

e pu

rpos

es

of th

is st

udy

and

this

less

on. S

eek

thei

r adv

ice

on

com

mun

ity k

now

ledg

e th

at c

an b

e lin

ked

with

this

part

of th

e sc

hool

cur

ricul

um.

Whe

re to

nex

t?

Prog

ress

ion

leve

ls

Gen

erat

e a

rang

e of

sol

utio

ns to

hel

p gr

oups

live

to

geth

er w

hile

sai

ling

for a

long

per

iod,

mig

ratin

g ac

ross

th

e Pa

cific

.

Col

lect

info

rmat

ion

from

a ra

nge

of s

ourc

es a

bout

life

in

pre-

Euro

pean

Pac

ific.

Furt

her

reso

urce

s

Addi

tiona

l res

ourc

es c

an a

lso b

e fo

und

on th

e in

tera

ctiv

e re

sour

ce T

he C

anoe

Is th

e Pe

ople

(CD

-RO

M

or o

nlin

e)

Stu

dy G

uide

str

An

d A

: be

gin

nin

gs

An

d O

rig

ins

– L

es

sO

n 1

.1. b

eg

inn

ing

s: i

sLA

nd

stO

rie

s



51

Write a short summary of one well-known myth or legend that explains the origins of your country and your ancestors.

Who is the main character in the story?

Why are they important to your country’s history and culture?

strAnd A: beginnings And Origins – LessOn 1.1. beginnings: isLAnd stOries

Assignment A1.1



52



Sugg

estio

ns fo

r C

urri

culu

m E

ntry

Poi

nts

Soci

al/C

ultu

ral S

tudi

es

His

tory

Soci

al/C

ultu

ral S

tudi

esH

isto

ryEn

glis

h

Revi

ew a

nd c

onso

lidat

e le

arni

ng

Lear

ning

Exp

erie

nces

Expo

sitio

n Q

uest

ions

& a

nsw

ers

Brai

nsto

rmin

g of

kno

wn

arch

aeol

ogic

al s

ites

Gue

st s

peak

er fr

om V

isito

rs’ B

urea

u or

tour

com

pany

C

reat

ion

of a

cla

ssro

om d

ispla

y us

ing

broc

hure

s an

d le

afle

ts

Gro

up w

ork:

Ass

ignm

ent A

1.2:

pro

duce

a p

oste

r abo

ut a

n ar

chae

olog

ical

site

in o

wn

coun

try w

hich

has

a c

onne

ctio

n w

ith s

eafa

ring

(ex

whe

re c

anoe

s w

ere

built

or w

here

vo

yage

s st

arte

d)

Fiel

d tri

p to

an

arch

aeol

ogic

al s

ite

Que

stio

ns &

ans

wer

s

Brai

nsto

rmin

g Ex

posit

ion

Indi

vidu

al w

ork:

writ

e a

100

wor

d de

scrip

tion

of o

ne

signi

fican

t arc

haeo

logi

cal s

ite, e

xpla

inin

g th

e cu

ltura

l sig

nific

ance

for t

he c

ount

ry c

hose

n Q

uest

ions

& a

nsw

ers

Sum

mar

y of

con

tent

Q

uest

ions

& a

nsw

ers

Lear

ning

res

ourc

es

Book

s an

d ar

ticle

s on

loca

l ar

chae

olog

y

Tour

ist in

form

atio

n bo

okle

ts,

broc

hure

s an

d po

ster

s

Gue

st S

peak

er

Blac

klin

e M

aste

r Ass

ignm

ent

A1.2

Book

s an

d ar

ticle

s on

Pac

ific

arch

aeol

ogy

Tour

ist in

form

atio

n bo

okle

ts,

broc

hure

s an

d po

ster

s if

avai

labl

e

Obj

ectiv

es

Lear

ners

will

be

able

to:

Reca

ll an

d re

view

lear

ning

in p

revi

ous

clas

s.

1.2.

1. N

ame

and

desc

ribe

at le

ast

thre

e sig

nific

ant a

rcha

eolo

gica

l site

s in

th

eir c

ount

ry.

1.2.

2. N

ame

and

desc

ribe

at le

ast o

ne

signi

fican

t arc

haeo

logi

cal s

ite in

one

ot

her P

acifi

c Is

land

cou

ntry

.

Reca

p an

d su

mm

ary

of s

ub to

pic.

str

An

d A

: be

gin

nin

gs

An

d O

rig

ins

Less

on 1

.2. B

egin

ning

s: A

rcha

eolo

gica

l Sto

ries



Feat

ures

of t

his

less

on

Purp

ose,

sup

port

s an

d ch

alle

nges

in th

e le

sson

The

purp

ose

of th

is le

sson

is to

intro

duce

stu

dent

s to

ar

chae

olog

ical

evi

denc

e an

d sit

es o

f hist

oric

al a

nd

cultu

ral s

igni

fican

ce in

rela

tion

to in

dige

nous

na

viga

tion

in th

e Pa

cific

.

This

is an

opp

ortu

nity

to h

elp

stud

ents

app

reci

ate

th

eir l

ocal

env

ironm

ent.

Inte

llect

ual a

nd in

dige

nous

pro

perty

, res

pect

for

othe

rs, a

nd re

spec

t for

cul

ture

may

be

chal

leng

ing

mat

ters

for s

tude

nts.

Intr

oduc

ing

the

less

on

Link

s to

stu

dent

s’ p

rior

kno

wle

dge

and

voca

bula

ry

Voca

bula

ry: a

rcha

eolo

gy, s

ite.

Intro

duce

the

term

‘arc

haeo

logy

’ and

ask

the

stud

ents

w

rite

dow

n fiv

e th

ings

to c

ome

to m

ind

abou

t ‘a

rcha

eolo

gy’.

Col

lect

thes

e lis

ts. A

sk th

e st

uden

ts

to id

entif

y kn

own

arch

aeol

ogic

al s

ites.

Dist

ingu

ish

betw

een

priv

ate

and

publ

ic a

cces

s; s

acre

d an

d co

mm

on k

now

ledg

e, p

lace

s an

d ite

ms.

List

en to

a

spea

ker a

bout

loca

l arc

haeo

logy

. Ann

ounc

e th

e up

com

ing

visit

to a

n ar

chae

olog

ical

site

. Inv

ite th

e st

uden

ts to

pre

pare

a li

st o

f wha

t the

y ex

pect

to s

ee

and

do; h

ow th

ey s

houl

d be

have

whe

n th

ere;

wha

t w

ill b

e ne

eded

to ta

ke.

Dis

cuss

ion

Sam

ple

ques

tions

to p

rom

ote

criti

cal t

hink

ing

and

link

to th

e pu

rpos

e

How

do

you

thin

k ar

chae

olog

ists

shou

ld b

ehav

e ar

ound

an

cien

t mat

eria

ls an

d pl

aces

? W

hy?

How

sho

uld

we

beha

ve a

roun

d an

cien

t mat

eria

ls an

d pl

aces

?

How

can

arc

haeo

logy

hel

p us

und

erst

and

indi

geno

us

navi

gatio

n in

the

Paci

fic?

Teac

hing

to h

elp

stud

ents

lear

n

Opp

ortu

nitie

s fo

r fe

edba

ck

Hav

ing

set a

side

the

orig

inal

list

s of

five

thin

gs th

at

com

e to

min

d ab

out a

rcha

eolo

gy, a

t the

end

of t

his

less

on, a

sk th

e st

uden

ts to

repe

at th

is ta

sk, R

etur

n th

e or

igin

al re

spon

ses

to th

e st

uden

ts. A

sk th

em to

co

mm

ent o

n di

ffere

nces

, if a

ny, b

etw

een

the

first

and

se

cond

list

s.

Mor

e in

form

atio

n ab

out e

xper

t tea

chin

g m

etho

ds c

an

be fo

und

in th

e se

ctio

n W

hat h

elps

Pac

ific

stud

ents

le

arn

(p.2

8)

Con

nect

ing

with

the

com

mun

ity

Afte

r see

king

sup

port

from

you

r Prin

cipa

l mee

t with

co

mm

unity

lead

ers

to b

rief t

hem

abo

ut th

e pu

rpos

es

of th

is st

udy

and

this

less

on. S

eek

thei

r adv

ice

on

com

mun

ity k

now

ledg

e th

at c

an b

e lin

ked

with

this

less

on. S

eek

com

mun

ity m

embe

r ass

istan

ce w

ith th

e sit

e vi

sit –

to s

uppo

rt le

arni

ng a

nd c

ultu

ral s

ensit

ivity

.

See

also

the

sect

ion

How

teac

hers

can

link

com

mun

ity

know

ledg

e w

ith th

e cl

assr

oom

Whe

re to

nex

t?

Prog

ress

ion

leve

ls

Proc

ess

info

rmat

ion,

usin

g ap

prop

riate

con

vent

ions

(c

omm

unity

and

wes

tern

) and

est

ablis

hing

the

rele

vanc

e an

d ac

cruc

ay o

f the

info

rmat

ion.

Furt

her

reso

urce

s

Addi

tiona

l res

ourc

es c

an a

lso b

e fo

und

on th

e in

tera

ctiv

e re

sour

ce T

he C

anoe

Is th

e Pe

ople

(CD

-RO

M

or o

nlin

e)

str

An

d A

: be

gin

nin

gs

An

d O

rig

ins

– L

es

sO

n 1

.2. b

eg

inn

ing

s: A

rc

hA

eO

LOg

icA

L s

tOr

ies

Stu

dy G

uide



55

strAnd A: beginnings And Origins – LessOn 1.2. beginnings: ArchAeLOgicAL stOries

Assignment A1.2

Name of the archaeological site:

Date when it was built:

Location of the site:

Builders of the site:

Reason why it was built:

Connection of this site to seafaring and navigation:

Reason why it is important to our culture and history:

This is what it looks like:

Poster made by:



56



Sugg

estio

ns fo

r C

urri

culu

m E

ntry

Poi

nts

Soci

al/C

ultu

ral S

tudi

es

Engl

ish

Revi

ew a

nd c

onso

lidat

e le

arni

ng

Lear

ning

Exp

erie

nces

Expo

sitio

n Q

uest

ion

and

answ

ers

Invi

tatio

n of

gue

st s

peak

er w

ith a

ppro

pria

te

know

ledg

e Re

cap

and

sum

mar

y of

gue

st s

peak

er’s

talk

: list

as

man

y ex

ampl

es o

f you

r cou

ntry

’s/is

land

’s tr

aditi

onal

kn

owle

dge,

bel

iefs

and

ski

lls a

s yo

u ca

n th

ink

of

Que

stio

n &

ans

wer

s G

roup

wor

k: p

rodu

ctio

n of

a p

oste

r for

cla

ssro

om

disp

lay

prov

idin

g vi

sual

info

rmat

ion

abou

t eith

er th

e co

re k

now

ledg

e, b

elie

fs o

r ski

lls a

bout

sea

farin

g in

yo

ur c

ultu

re

Hom

ewor

k: w

rite

a 15

0 w

ord

sum

mar

y of

the

talk

Sum

mar

y of

con

tent

Q

uest

ions

& a

nsw

ers

Disp

lay

post

ers

Lear

ning

Res

ourc

es

Gue

st s

peak

er

Obj

ectiv

es

Lear

ners

will

be

able

to:

Reca

ll an

d re

view

lear

ning

in

prev

ious

cla

ss.

1.3.

1. Id

entif

y an

d lis

t the

cor

e kn

owle

dge,

bel

iefs

and

ski

lls a

bout

se

afar

ing

whi

ch h

ave

tradi

tiona

lly

been

of g

reat

val

ue in

thei

r cul

ture

an

d in

oth

er P

acifi

c Is

land

cou

ntrie

s.

Reca

p an

d su

mm

ary

of s

ub to

pic.

str

An

d A

: be

gin

nin

gs

An

d O

rig

ins

Less

on 1

.3. B

egin

ning

s: T

radi

tiona

l Sea

fari

ng K

now

ledg

e an

d Be

liefs



Feat

ures

of t

his

less

on

Purp

ose,

sup

port

s an

d ch

alle

nges

in th

e le

sson

Thro

ugh

this

less

on s

tude

nts

will

hav

e in

crea

sed

awar

enes

s of

and

val

ue fo

r loc

al a

nd re

gion

al s

eafa

ring

cultu

re a

nd tr

aditi

ons.

This

less

on m

ay h

elp

deve

lop

prid

e in

one

’s c

ultu

re,

herit

age,

cre

ativ

e ar

ts a

nd la

ngua

ges;

and

com

mitm

ent

to th

eir c

ontin

uatio

n. T

here

may

be

som

e he

sitat

ion

to a

sk q

uest

ions

how

ever

of v

isitin

g el

ders

, as

a sig

n of

re

spec

t.

Intr

oduc

ing

the

less

on

Link

s to

stu

dent

s’ p

rior

kno

wle

dge

and

voca

bula

ry

Voca

bula

ry: h

erita

ge, c

ultu

re, s

eafa

ring,

trad

ition

s,

regi

onal

, bel

iefs

, kno

wle

dge,

ski

lls.

Tell

a st

ory

from

you

r chi

ldho

od th

at il

lust

rate

s ho

w a

nd

wha

t you

hav

e le

arne

d ab

out s

eafa

ring

– be

liefs

, ski

lls,

tradi

tions

. Ask

the

child

ren

to s

hare

sto

ries

whe

re th

ey

have

lear

ned

a cu

ltura

l and

/ or p

ract

ical

ski

ll as

soci

ated

w

ith s

eafa

ring.

Afte

r pre

parin

g th

e st

uden

ts fo

r re

spec

tful b

ehav

iour

and

reci

proc

ity, w

elco

me

a gu

est

spea

ker o

n th

e to

pic

of c

ore

know

ledg

e, b

elie

fs a

nd

skill

s fo

r sea

farin

g in

the

Paci

fic. A

rran

ge fo

r a s

tude

nt

to th

ank

the

spea

ker.

Dis

cuss

ion

Sam

ple

ques

tions

to p

rom

ote

criti

cal t

hink

ing

and

link

to th

e pu

rpos

e

Wha

t are

the

thre

e m

ost i

mpo

rtant

ski

lls fo

r you

to h

ave

to s

ail i

n tra

ditio

nal t

imes

?

Wha

t tra

ditio

ns re

mai

n im

porta

nt to

toda

y fo

r Pac

ific

seaf

arin

g?

How

hav

e lo

cal k

now

ledg

e, s

kill

and

belie

f tra

ditio

nally

be

en o

f gre

at v

alue

in y

our o

wn

cultu

re a

nd in

oth

er

Paci

fic n

atio

ns?

Teac

hing

to h

elp

stud

ents

lear

n

Opp

ortu

nitie

s fo

r fe

edba

ck

Afte

r the

cla

ss h

as id

entif

ied

esse

ntia

l ski

lls, b

elie

fs

and

know

ledg

e, c

reat

e an

inve

ntor

y of

thes

e. A

sk th

e st

uden

ts to

rate

them

selv

es a

gain

st e

ach

of th

e ite

ms

on th

e in

vent

ory,

usin

g a

scal

e of

1-5

(1=

nov

ice,

5=

expe

rt). A

sk th

em th

en to

reco

rd w

hat t

hey

coul

d to

do

eith

er im

prov

e th

eir s

elf-r

atin

g (if

less

than

3) o

r m

aint

ain

it.

Mor

e in

form

atio

n ab

out e

xper

t tea

chin

g m

etho

ds c

an

be fo

und

in th

e se

ctio

n W

hat h

elps

Pac

ific

stud

ents

le

arn

(p.2

8)

Con

nect

ing

with

the

com

mun

ity

Afte

r see

king

sup

port

from

you

r Prin

cipa

l mee

t with

co

mm

unity

lead

ers

to b

rief t

hem

abo

ut th

e pu

rpos

es

of th

is st

udy

and

this

less

on. S

eek

thei

r adv

ice

on

com

mun

ity k

now

ledg

e th

at c

an b

e lin

ked

with

this

part

of th

e sc

hool

cur

ricul

um.

See

also

the

sect

ion

How

teac

hers

can

link

com

mun

ity

know

ledg

e w

ith th

e cl

assr

oom

Whe

re to

nex

t?

Prog

ress

ion

leve

ls

Gen

erat

e a

rang

e of

sol

utio

ns to

hel

p gr

oups

live

to

geth

er w

hile

sai

ling

for a

long

per

iod,

mig

ratin

g ac

ross

th

e Pa

cific

.

Col

lect

info

rmat

ion

from

a ra

nge

of s

ourc

es a

bout

life

in

pre-

hist

oric

Pac

ific.

Furt

her

reso

urce

s

Addi

tiona

l res

ourc

es c

an a

lso b

e fo

und

on th

e in

tera

ctiv

e re

sour

ce T

he C

anoe

Is th

e Pe

ople

(CD

-RO

M

or o

nlin

e).

str

An

d A

: be

gin

nin

gs

An

d O

rig

ins

– L

es

sO

n 1

.3. b

ein

nin

gs

: tr

Ad

itiO

nA

L s

eA

FAr

ing

kn

OW

Led

ge

& b

eLi

eFs

Stu

dy G

uide



Feat

ures

of t

his

less

on

Purp

ose,

sup

port

s an

d ch

alle

nges

in th

e le

sson

Thro

ugh

this

less

on s

tude

nts

will

hav

e in

crea

sed

awar

enes

s of

and

val

ue fo

r loc

al a

nd re

gion

al s

eafa

ring

cultu

re a

nd tr

aditi

ons.

This

less

on m

ay h

elp

deve

lop

prid

e in

one

’s c

ultu

re,

herit

age,

cre

ativ

e ar

ts a

nd la

ngua

ges;

and

com

mitm

ent

to th

eir c

ontin

uatio

n. T

here

may

be

som

e he

sitat

ion

to a

sk q

uest

ions

how

ever

of v

isitin

g el

ders

, as

a sig

n of

re

spec

t.

Intr

oduc

ing

the

less

on

Link

s to

stu

dent

s’ p

rior

kno

wle

dge

and

voca

bula

ry

Voca

bula

ry: h

erita

ge, c

ultu

re, s

eafa

ring,

trad

ition

s,

regi

onal

, bel

iefs

, kno

wle

dge,

ski

lls.

Tell

a st

ory

from

you

r chi

ldho

od th

at il

lust

rate

s ho

w a

nd

wha

t you

hav

e le

arne

d ab

out s

eafa

ring

– be

liefs

, ski

lls,

tradi

tions

. Ask

the

child

ren

to s

hare

sto

ries

whe

re th

ey

have

lear

ned

a cu

ltura

l and

/ or p

ract

ical

ski

ll as

soci

ated

w

ith s

eafa

ring.

Afte

r pre

parin

g th

e st

uden

ts fo

r re

spec

tful b

ehav

iour

and

reci

proc

ity, w

elco

me

a gu

est

spea

ker o

n th

e to

pic

of c

ore

know

ledg

e, b

elie

fs a

nd

skill

s fo

r sea

farin

g in

the

Paci

fic. A

rran

ge fo

r a s

tude

nt

to th

ank

the

spea

ker.

Dis

cuss

ion

Sam

ple

ques

tions

to p

rom

ote

criti

cal t

hink

ing

and

link

to th

e pu

rpos

e

Wha

t are

the

thre

e m

ost i

mpo

rtant

ski

lls fo

r you

to h

ave

to s

ail i

n tra

ditio

nal t

imes

?

Wha

t tra

ditio

ns re

mai

n im

porta

nt to

toda

y fo

r Pac

ific

seaf

arin

g?

How

hav

e lo

cal k

now

ledg

e, s

kill

and

belie

f tra

ditio

nally

be

en o

f gre

at v

alue

in y

our o

wn

cultu

re a

nd in

oth

er

Paci

fic n

atio

ns?

Teac

hing

to h

elp

stud

ents

lear

n

Opp

ortu

nitie

s fo

r fe

edba

ck

Afte

r the

cla

ss h

as id

entif

ied

esse

ntia

l ski

lls, b

elie

fs

and

know

ledg

e, c

reat

e an

inve

ntor

y of

thes

e. A

sk th

e st

uden

ts to

rate

them

selv

es a

gain

st e

ach

of th

e ite

ms

on th

e in

vent

ory,

usin

g a

scal

e of

1-5

(1=

nov

ice,

5=

expe

rt). A

sk th

em th

en to

reco

rd w

hat t

hey

coul

d to

do

eith

er im

prov

e th

eir s

elf-r

atin

g (if

less

than

3) o

r m

aint

ain

it.

Mor

e in

form

atio

n ab

out e

xper

t tea

chin

g m

etho

ds c

an

be fo

und

in th

e se

ctio

n W

hat h

elps

Pac

ific

stud

ents

le

arn

(p.2

8)

Con

nect

ing

with

the

com

mun

ity

Afte

r see

king

sup

port

from

you

r Prin

cipa

l mee

t with

co

mm

unity

lead

ers

to b

rief t

hem

abo

ut th

e pu

rpos

es

of th

is st

udy

and

this

less

on. S

eek

thei

r adv

ice

on

com

mun

ity k

now

ledg

e th

at c

an b

e lin

ked

with

this

part

of th

e sc

hool

cur

ricul

um.

See

also

the

sect

ion

How

teac

hers

can

link

com

mun

ity

know

ledg

e w

ith th

e cl

assr

oom

Whe

re to

nex

t?

Prog

ress

ion

leve

ls

Gen

erat

e a

rang

e of

sol

utio

ns to

hel

p gr

oups

live

to

geth

er w

hile

sai

ling

for a

long

per

iod,

mig

ratin

g ac

ross

th

e Pa

cific

.

Col

lect

info

rmat

ion

from

a ra

nge

of s

ourc

es a

bout

life

in

pre-

hist

oric

Pac

ific.

Furt

her

reso

urce

s

Addi

tiona

l res

ourc

es c

an a

lso b

e fo

und

on th

e in

tera

ctiv

e re

sour

ce T

he C

anoe

Is th

e Pe

ople

(CD

-RO

M

or o

nlin

e).

Sugg

estio

ns fo

r

Cur

ricu

lum

Ent

ry P

oint

s

Soci

al/C

ultu

ral S

tudi

esH

isto

ryG

eogr

aphy

Soci

al/C

ultu

ral S

tudi

esH

isto

ryG

eogr

aphy

Engl

ish

Soci

al/C

ultu

ral S

tudi

esH

isto

ryG

eogr

aphy

Revi

ew a

nd c

onso

lidat

e le

arni

ng.

Lear

ning

exp

erie

nces

Expo

sitio

n Q

uest

ions

& a

nsw

ers

Expo

sitio

n Ex

plan

atio

n an

d di

scus

sion

of a

map

Q

uest

ions

& a

nsw

ers

Pair

wor

k: A

ssig

nmen

t A2.

1: w

ork

on a

map

to s

how

the

orig

in o

f loc

al

indi

geno

us p

eopl

es

Expo

sitio

n Q

uest

ions

& a

nsw

ers

Indi

vidu

al w

ork:

writ

e a

250

wor

d su

mm

ary

of th

e re

ason

s fo

r ear

ly

mig

ratio

n in

the

Paci

fic

Sum

mar

y of

con

tent

Q

uest

ions

& a

nsw

ers

Lear

ning

res

ourc

es

Lear

ner’s

Tex

t (pp

.12–

13)

Map

In

tera

ctiv

e re

sour

ce (T

he C

anoe

Is

the

Peop

le C

D-R

OM

or w

ebsit

e):

Begi

nnin

gs –

Arc

haeo

logi

cal

Acco

unt

Lear

ner’s

Tex

t (pp

.12–

13)

Inte

ract

ive

reso

urce

: Beg

inni

ngs

– Ar

chae

olog

ical

Acc

ount

Bl

ackl

ine

Mas

ter A

ssig

nmen

t A2.

1

Lear

ner’s

Tex

t (pp

.14–

15)

Inte

ract

ive

reso

urce

: Beg

inni

ngs

– Ar

chae

olog

ical

Acc

ount

Obj

ectiv

es

Lear

ners

will

be

able

to:

Reca

ll an

d re

view

lear

ning

in

prev

ious

cla

ss.

2.1.

1. Id

entif

y an

d ex

plai

n th

e lik

ely

orig

ins

of P

acifi

c Is

land

peo

ples

.

2.1.

2. Id

entif

y th

e lik

ely

poin

t of

orig

in o

f the

ir an

cest

ors.

2.1.

3. L

ist th

ree

reas

ons

for e

arly

m

igra

tion

in th

e Pa

cific

.

Reca

p an

d su

mm

ary

of s

ub to

pic.

str

An

d A

: be

gin

nin

gs

An

d O

rig

ins

Less

on 2

.1. T

he O

rigi

ns o

f Pac

ific

Isla

nd P

eopl

es: E

arly

Mig

ratio

ns



Feat

ures

of t

his

less

on

Purp

ose,

sup

port

s an

d ch

alle

nges

in th

e le

sson

This

less

on a

ims

to h

elp

stud

ents

to d

escr

ibe

mig

ratio

n,

settl

emen

t, lif

e an

d in

tera

ctio

n in

var

ious

are

as o

f the

Pa

cific

ove

rtim

e. S

tude

nts

will

dev

elop

regi

onal

map

-re

adin

g sk

ills.

The

y m

ay a

lso b

e in

trodu

ced

to a

ccou

nts

of h

istor

ical

enc

ount

ers

betw

een

natio

ns a

nd w

ithin

na

tions

, res

ultin

g in

con

ques

t.

Intr

oduc

ing

the

less

on

Link

s to

stu

dent

s’ p

rior

kno

wle

dge

and

voca

bula

ry

Voca

bula

ry: m

igra

tions

, set

tlem

ent,

voya

ge, a

nces

tors

, ca

noe.

Usin

g th

e in

tera

ctiv

e re

sour

ce (C

D-R

OM

or o

nlin

e)

intro

duce

the

stud

ents

to s

torie

s ab

out t

he o

rigin

s of

Pa

cific

Isla

nd p

eopl

es, a

nd th

e jo

urne

ys a

cros

s th

e Pa

cific

by

ance

stor

s. H

elp

the

stud

ents

to im

agin

e th

e le

ngth

of t

he jo

urne

ys, c

ondi

tions

, cha

lleng

es, c

oura

ge

and

exce

ptio

nal s

kill

to u

nder

take

suc

h vo

yage

s. S

ome

in th

e cl

ass

will

map

the

likel

y jo

urne

ys o

f the

anc

esto

rs;

som

e w

ill p

repa

re a

sho

rt po

ster

and

text

des

crib

ing

the

orig

ins

of th

eir a

nces

tors

. A th

ird g

roup

will

in

vest

igat

e an

d pr

epar

e in

form

atio

n ab

out t

he li

kely

life

ex

perie

nces

whi

le o

n th

e ca

noe

and

afte

r lan

ding

.

Dis

cuss

ion

Sam

ple

ques

tions

to p

rom

ote

criti

cal t

hink

ing

and

link

to th

e pu

rpos

e

(At t

he b

egin

ning

of t

he le

sson

, bef

ore

spec

ific

cont

ent)

Can

you

list

thre

e re

ason

s fo

r the

se e

arly

mig

ratio

ns?

Can

you

des

crib

e th

e ty

pe p

ossib

ly u

sed?

Base

d on

wha

t you

kno

w a

nd h

ave

been

told

thro

ugh

tradi

tions

and

oth

er s

ourc

es, w

here

is th

e m

ost l

ikel

y pl

ace

of o

rigin

for P

acifi

c pe

ople

s?

Wha

t typ

e of

can

oe a

nd v

oyag

ing

tech

niqu

es d

o yo

u th

ink

wer

e us

ed fo

r mig

ratio

ns?

Teac

hing

to h

elp

stud

ents

lear

n

Opp

ortu

nitie

s fo

r fee

dbac

k

Ask

the

stud

ents

to ta

lk w

ith fa

mily

mem

bers

abo

ut

the

orig

ins

of th

eir o

wn

ance

stor

s. T

he s

tude

nt re

cord

s th

ese

acco

unts

and

sha

res

them

with

oth

er s

tude

nts.

In

add

ition

, the

stu

dent

pre

pare

s a

refle

ctiv

e st

atem

ent

in w

hich

they

des

crib

e w

hat i

t mea

nt to

them

to b

e ab

le to

find

out

som

ethi

ng m

ore

abou

t the

ir or

igin

s. In

sh

arin

g tim

es n

ote

leve

l of u

nder

stan

ding

and

use

of

soci

al s

tudi

es c

once

pts,

mat

hs s

kills

, Eng

lish

and

scie

nce

in re

latio

n to

ear

ly m

igra

tions

.

Mor

e in

form

atio

n ab

out e

xper

t tea

chin

g m

etho

ds c

an

be fo

und

in th

e se

ctio

n W

hat h

elps

Pac

ific

stud

ents

le

arn

(p.2

8)

Con

nect

ing

with

the

com

mun

ity

Usin

g th

e in

tera

ctiv

e re

sour

ce, o

nlin

e re

sour

ces,

an

d ot

her c

omm

unity

info

rmat

ion

sour

ces,

gat

her

info

rmat

ion

and

prep

are

map

s w

hich

sho

w th

e lik

ely

rout

e of

trav

el. S

hare

thes

e w

ith c

omm

unity

mem

bers

an

d pe

ers.

See

also

the

sect

ion

How

teac

hers

can

link

com

mun

ity

know

ledg

e w

ith th

e cl

assr

oom

.

Whe

re to

nex

t?

Prog

ress

ion

leve

ls

Com

mun

icat

e fin

ding

s ab

out m

igra

tion,

set

tlem

ent a

nd

inte

ract

ion

in P

acifi

c ar

eas,

from

a ra

nge

of s

ourc

es,

usin

g co

mm

unity

and

sch

olar

ly c

onve

ntio

ns.

Furt

her

reso

urce

s

How

e, K

. (20

07).

Vaka

Moa

na: V

oyag

es o

f the

an

cest

ors.

Auc

klan

d, N

ew Z

eala

nd: D

avid

Ba

tem

an L

td.

Sale

sa, D

. (20

04).

Disc

over

ing

Our

Anc

esto

rs’ H

awai

ki.

Wel

lingt

on, N

ew Z

eala

nd: L

earn

ing

Med

ia L

td.

Addi

tiona

l res

ourc

es c

an a

lso b

e fo

und

on th

e in

tera

ctiv

e re

sour

ce T

he C

anoe

Is th

e Pe

ople

(CD

-RO

M

or o

nlin

e).

str

An

d A

: be

gin

nin

gs

An

d O

rig

ins

– L

es

sO

n 2

.1. t

he

Or

igin

s O

F P

Ac

iFic

isLA

nd

Pe

OP

Les

: eA

rLY

mig

rA

tiO

ns

Stu

dy G

uide



Identify and mark with an X the most likely point of origin for the indigenous people who live in your country. Indigenous people are the first people who found and settled a country or an island.

Mark on the map the most likely route that they would have taken to get to your country.

On the map, mark two other countries that your ancestors may also have reached.

What is the name of the point of origin of the indigenous people?

Why do you think that they came from this place? What is the evidence for this belief?

Give three reasons why your ancestors may have left this place.

1.

2.

3.

Using the scale of the map, estimate approximately how far your ancestors travelled to get to your island.

Estimate how long it would have taken them to get to your island.

How far away from your country are the places they may also have reached?

strAnd A: beginnings And Origins – LessOn 2.1. the Origins OF PAciFic isLAnd PeOPLes: eArLY migrAtiOns

Assignement A2.1



62



Sugg

estio

ns fo

r C

urri

culu

m E

ntry

Poi

nts

Geo

grap

hy

His

tory

Mat

hs/G

eom

etry

(cal

cula

ting

dist

ance

)

Engl

ish

Engl

ish

Geo

grap

hy

His

tory

Revi

ew a

nd c

onso

lidat

e le

arni

ng.

Lear

ning

exp

erie

nces

Expo

sitio

n Q

uest

ions

& a

nsw

ers

Who

le c

lass

: exp

ositi

on, e

xpla

natio

n an

d de

mon

stra

tion

Que

stio

ns &

ans

wer

s C

ompl

ete

Assig

nmen

t A2.

1

Gro

up w

ork:

bra

inst

orm

ing

on c

ondi

tions

ab

oard

a v

oyag

ing

cano

e

Indi

vidu

al w

ork:

Ass

ignm

ent A

2.2:

writ

e a

desc

riptio

n of

one

day

on

the

cano

e O

rgan

ize

a fie

ld tr

ip to

see

a tr

aditi

onal

vo

yagi

ng c

anoe

and

talk

to c

rew

mem

bers

Expo

sitio

n an

d ex

plan

atio

n Q

uest

ions

& a

nsw

ers

Gro

up w

ork:

Ass

ignm

ent A

2.3:

pre

pare

an

d re

ad a

loud

a p

aper

whi

ch e

xpla

ins

the

diffe

renc

e be

twee

n in

tent

iona

l and

drif

t vo

yagi

ng

Sum

mar

y of

con

tent

Q

uest

ions

& a

nsw

ers

Lear

ning

res

ourc

es

Lear

ner’s

Tex

t (pp

.12–

13)

Inte

ract

ive

reso

urce

(The

Can

oe Is

th

e Pe

ople

CD

-RO

M o

r web

site)

: Be

ginn

ings

– A

rcha

eolo

gica

l Acc

ount

M

ap

Blac

klin

e M

aste

r Ass

ignm

ent A

2.1

Blac

klin

e M

aste

r Ass

ignm

ent A

2.2

Lo

cal n

avig

ator

or p

erso

n w

ith

know

ledg

e of

trad

ition

al n

avig

atio

n Fi

eld

Trip

Lear

ner’s

Tex

t (pp

.14–

15)

Blac

klin

e M

aste

r Ass

ignm

ent A

2.3

Obj

ectiv

es

Lear

ners

will

be

able

to:

Reca

ll an

d re

view

lear

ning

in p

revi

ous

clas

s.

2.2.

1. Id

entif

y th

e m

ost l

ikel

y ro

ute

take

n by

thei

r anc

esto

rs.

2.2.

2. D

escr

ibe

the

likel

y co

nditi

ons

on b

oard

the

cano

e.

2.2.

3. D

escr

ibe

the

diffe

renc

e be

twee

n in

tent

iona

l and

drif

t voy

ages

.

Reca

p an

d su

mm

ary

of S

trand

A.

str

An

d A

: be

gin

nin

gs

An

d O

rig

ins

Less

on 2

.2. T

he O

rigi

ns o

f Pac

ific

Isla

nd P

eopl

es: P

re-E

urop

ean

Voya

ges



Feat

ures

of t

his

less

on

Purp

ose,

sup

port

s an

d ch

alle

nges

in th

e le

sson

This

less

on w

ill h

elp

stud

ents

diff

eren

tiate

bet

wee

n ca

noe

type

s, id

entif

y th

ose

attri

bute

s of

a c

anoe

bes

t su

ited

to v

oyag

ing,

imag

ine

life

on b

oard

a v

oyag

ing

cano

e, a

nd id

entif

y th

e be

nefit

s of

inte

ntio

nal v

oyag

ing.

A

key

chal

leng

e in

this

less

on is

to in

tegr

ate

Wes

tern

an

d tra

ditio

nal i

nfor

mat

ion

sour

ces

(e.g

. spe

ed,

dist

ance

, tra

vel m

ode)

.

Intr

oduc

ing

the

less

on

Link

s to

stu

dent

s’ p

rior

kno

wle

dge

and

voca

bula

ry

Voca

bula

ry: i

nten

tiona

l, dr

ift, e

stim

ate,

cal

cula

te,

spee

d, n

avig

ator

, cre

w.

Ask

the

stud

ents

to e

stim

ate

the

dist

ance

from

one

en

d of

the

clas

sroo

m to

the

othe

r, fro

m o

ne e

nd o

f the

sc

hool

to th

e ot

her,

from

hom

e to

sch

ool.

Show

the

stud

ents

how

to e

stim

ate

the

voya

ging

dist

ance

s fo

r jo

urne

ys d

escr

ibed

in th

e pr

evio

us le

sson

. Def

ine

and

calc

ulat

e sp

eed

estim

ates

for v

oyag

ing

cano

es.

Ask

the

stud

ents

to w

ork

in g

roup

s to

com

e up

with

a

job

desc

riptio

n fo

r a n

avig

ator

, and

cre

w m

embe

r, ba

sed

on w

hat t

hey

belie

ve to

be

the

likel

y co

nditi

ons

for v

oyag

ing

and

the

skill

s, k

now

ledg

e an

d pe

rson

al

and

cultu

ral a

ttrib

utes

requ

ired

to u

nder

take

thes

e ro

les.

Dis

cuss

ion

Sam

ple

ques

tions

to p

rom

ote

criti

cal t

hink

ing

and

link

to th

e pu

rpos

e

Can

you

des

crib

e th

e fe

atur

es o

f a c

anoe

that

is b

uilt

for

voya

ging

. Com

pare

this

with

a c

anoe

for l

agoo

n tra

vels

and

loca

l fish

ing.

If yo

u co

uld

inte

rvie

w a

cre

w m

embe

r on

a vo

yagi

ng

cano

e, w

hat d

o yo

u th

ink

they

wou

ld s

ay h

appe

ns in

an

aver

age

day

and

nigh

t?

Wha

t are

the

impo

rtant

feat

ures

of i

nten

tiona

l vo

yagi

ng?

Teac

hing

to h

elp

stud

ents

lear

n

Opp

ortu

nitie

s fo

r fe

edba

ck

Ask

the

stud

ents

to p

ictu

re th

emse

lves

in a

tim

e w

here

th

eir a

nces

tors

live

d, a

nd to

imag

ine

they

are

abo

ut to

ta

ke a

long

voy

age

to m

igra

te to

ano

ther

isla

nd.

Wha

t fiv

e th

ings

wou

ld th

ey a

s an

indi

vidu

al ta

ke w

ith

them

and

why

?

Mor

e in

form

atio

n ab

out e

xper

t tea

chin

g m

etho

ds c

an

be fo

und

in th

e se

ctio

n W

hat h

elps

Pac

ific

stud

ents

le

arn

(p.2

8)

Con

nect

ing

with

the

com

mun

ity

Whe

re p

ossib

le, v

isit p

lace

s w

ith d

iffer

ent c

anoe

type

s an

d w

ith s

peak

ers

to d

escr

ibe

thei

r use

s, li

mita

tions

and

st

reng

ths.

See

also

the

sect

ion

How

teac

hers

can

link

com

mun

ity

know

ledg

e w

ith th

e cl

assr

oom

.

Whe

re to

nex

t?

Prog

ress

ion

leve

ls

Gen

erat

e a

rang

e of

pos

sible

sol

utio

ns to

pro

blem

s th

at

coul

d ar

ise fo

r gro

ups

saili

ng fo

r a lo

ng p

erio

d m

igra

ting

acro

ss th

e Pa

cific

.

Mak

e a

choi

ce a

bout

a p

refe

rred

act

ion

and

just

ify th

at

choi

ce.

Furt

her

reso

urce

s

How

e, K

. (20

07).

Vaka

Moa

na: v

oyag

es o

f the

an

cest

ors.

Auc

klan

d, N

ew Z

eala

nd: D

avid

Ba

tem

an L

td.

Sale

sa, D

. (20

04).

Haw

aiki

-nui

. Wel

lingt

on, N

ew

Zeal

and:

Lea

rnin

g M

edia

Lim

ited

Addi

tiona

l res

ourc

es c

an a

lso b

e fo

und

on th

e in

tera

ctiv

e re

sour

ce T

he C

anoe

Is th

e Pe

ople

(CD

-RO

M

or o

nlin

e).

str

An

d A

: be

gin

nin

gs

An

d O

rig

ins

– L

es

sO

n 2

.2. t

he

Or

igin

s O

F P

Ac

iFic

isLA

nd

Pe

OP

Les

: Pr

e-e

ur

OP

eA

n v

OY

Ag

es

Stu

dy G

uide



65

Imagine you were a member of the crew on board a canoe, travelling to your island

• Describeindetailoneday(24hours)onthecanoe.Describewhatyoucanseeinsideand outside the canoe. How do you spend your time? What do the other crew members do?

• Whatistheroleofthenavigatorandwhatdoeshedo?

strAnd A: beginnings And Origins – LessOn 2.2. the Origins OF PAciFic isLAnd PeOPLes: Pre-eurOPeAn vOYAges

Assignement A2.2



66

strAnd A: beginnings And Origins – LessOn 2.2. the Origins OF PAciFic isLAnd PeOPLes: Pre-eurOPeAn vOYAges

Assignement A2.3

Prepare a 5 minute talk to explain the difference between intentional and drift voyaging

• Whatisintentionalvoyaging?

• Whatisdriftvoyaging?

• Whatkindofvoyagingdidyourancestorsdo?Whydoyoubelievethis?Whatsourcesof information and/or evidence is there to support your belief?



67

strAnd A: beginning And Origins

further actIvItIes

Further learning activities

Write a short story to describe life in Pre- European Pacific. In groups of four, write and perform a short drama based on a myth or legend. In pairs, rewrite and retell a myth or legend in their own words to the class.

As a whole class, use leaflets, brochures and photographs to make a classroom display.

In groups of four, produce a poster for display in the classroom.

As a whole class, use leaflets, brochures and photographs to make a classroom display.

In groups of four, produce a poster for display in the classroom.

Invite Guest Speaker

In groups of four, produce a classroom display.

Identify places of origin on a map.

Write a short text to explain origins.

Write a short text to explain the origins of their own ancestors.

Following input from their teacher write a list

Describe and plot on a map the likely route taken by their ancestors.

Label an example of the most likely canoe used to undertake these voyages. Identify places of origin on a map.

Write a short text to explain origins.

Write a short text to explain the origins of their own ancestors.

Following input from their teacher write a list.

Sub topic

1.1. Island Stories

1.2. Archaeological Stories

1.3. Traditional Seafaring Knowledge and Beliefs

2.1. Early Migrations

2.2. Pre-European Voyages

topic

1. Beginnings and Origins

2. The Origins of Pacific Island Peoples



68


Describe and plot on a map the likely route taken by their ancestors.

Label an example of the most likely canoe used to undertake these voyages.

Write a diary page entry for a member of the crew.

Listen, question & answer.In groups of 3, prepare and take turns to read aloud a paper which takes a positive stance on intentional voyaging.

Sub topictopic



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strAnd A: beginnings And Origins


UNESCO LINKS PROGRAMME Evaluation form

FOcus AreA strengths OF the resOurce suggestiOns FOr imPrOving the resOurce

Teacher’s Manual: Aims and objectives, curriculum framework

Teacher’s Manual: Curriculum support materials

Teacher’s Manual: Lesson plans

Teacher’s Manual: Marking schemes

Teacher’s Manual: Poster

Learner’s Text pp.10–15: Content & learning activities

Any other comments:



70


Assignment


71

Strand B Canoe Building and Sailing

Source: Icons from Te Papa: Pacific p.40

Canoe figure from the Marquesas Islands



72



1. Boats and Canoes

1.1 Types 1.1.1. Describe a simple raft construction.

English

Industrial Arts

Maths

1.1.2. Describe a simple dugout construction.

English

Industrial Arts

1.1.3. Describe single and double outrigger canoe construction.

English

Industrial Arts

1.2. Pacific Island Canoes

1.2.1. Recognise and describe at least one type of voyaging canoe from their country/island.


English

1.2.2. Recognise and describe a voyaging canoe from at least one other Pacific Island country.


English

1.2.3. Understand the concepts of speed, velocity, time and weight.

Maths

2. Building a Canoe

2.1. Canoe Materials and Parts

2.1.1. Describe the materials and construction methods of different types of hulls.


English

2.1.2. Describe the materials and construction methods used in sail making.


Industrial Arts

2.1.3. Describe the materials and construction methods used in rope making.


Industrial Arts

2.2. Preparations for Canoe Building

2.2.1. Describe the practical and ritual preparations and procedures for the construction of a canoe.


English

3. Sailing a Canoe

3.1. Tacking and Shunting

3.1.1. Describe the reasons and procedures for tacking.

Maths

Science

3.1.2. Describe the reasons and procedures for shunting.

Science

3.2. Balance 3.2.1. Explain the importance of balancing a canoe in order to equalise forces.

Science

3.3. Canoes of the Pacific

3.3.1. Describe the main differences in the design, construction and sailing of Pacific Island canoes and Western ship design.


English

strAnd b: cAnOe buiLding And sAiLing – curricuLum FrAmeWOrk



73

strAnd b: cAnOe buiLding And sAiLing – mArking scheme



1.1.1. Describe a simple raft construction.

1.1.2. Describe a simple dugout construction.

1.1.3. Describe single and double outrigger canoe construction.

1.2.1. Recognise and describe at least one type of voyaging canoe from their country/island.

1.2.2. Recognise and describe a voyaging canoe from at least one other Pacific Island country.

1.2.3. Understand the concepts of speed, velocity, time and weight.

2.1.1. Describe the materials and construction methods of different types of hulls.

2.2.2. Describe the materials and construction methods used in sail making.

2.1.3. Describe the materials and construction methods used in rope making.



74

2.2.1. Describe the practical and ritual preparations and procedures for the construction of a canoe.

3.1.1. Describe the reasons and procedures for tacking.

3.1.2. Describe the reasons and procedures for shunting.

3.2.1. Explain the importance of balancing a canoe in order to equalise forces.

3.3.1. Describe the main differences in the design, construction and sailing of Pacific Island canoes and Western ship design.


strAnd b: cAnOe buiLding And sAiLing – mArking scheme



Sugg

estio

ns fo

r C

urri

culu

m E

ntry

Poi

nts

Engl

ish

Indu

stri

al A

rts

Mat

hs

(Und

erst

andi

ng s

cale

mod

els)

Engl

ish

Indu

stri

al A

rts

Engl

ish

Indu

stri

al A

rts

Revi

ew a

nd c

onso

lidat

e le

arni

ng.

Lear

ning

exp

erie

nces

Verb

al e

xpla

natio

n Q

uest

ions

& a

nsw

ers

Assig

nmen

t B1.

1: la

bel f

igur

e on

di

ffere

nt ty

pes

of b

oats

and

can

oes

Expl

anat

ion

and

dem

onst

ratio

n

Cla

ssro

om d

ispla

y: p

air w

ork:

bui

ld

a sim

ple

scal

e m

odel

of a

raft

Expl

anat

ion

and

dem

onst

ratio

n

Cla

ssro

om d

ispla

y: p

air w

ork:

bui

ld

a sim

ple

scal

e m

odel

of a

dug

out

Expl

anat

ion

and

dem

onst

ratio

n

Cla

ssro

om d

ispla

y: p

air w

ork:

bu

ild a

sim

ple

scal

e m

odel

of a

n ou

trigg

er c

anoe

Sum

mar

y of

con

tent

Q

uest

ions

& a

nsw

ers

Lear

ning

res

ourc

es

Lear

ner’s

Tex

t (pp

.7–9

and

p.1

6)

Inte

ract

ive

reso

urce

(The

Can

oe Is

the

Peop

le

CD

-RO

M o

r web

site)

: Can

oes

and

Saili

ng

Blac

klin

e M

aste

r Ass

ignm

ent B

1.1

Lear

ner’s

Tex

t (pp

.16–

17)

Inte

ract

ive

reso

urce

: Can

oes

and

Saili

ng –

Pa

cific

Can

oes

Build

ing

mat

eria

ls br

ough

t fro

m h

ome

Lear

ner’s

Tex

t (pp

.16–

17)

Inte

ract

ive

reso

urce

: Can

oes

and

Saili

ng –

Pa

cific

Can

oes

Build

ing

mat

eria

ls br

ough

t fro

m h

ome

Lear

ner’s

Tex

t (pp

.16–

17)

Inte

ract

ive

reso

urce

: Can

oes

and

Saili

ng –

Pa

cific

Can

oes

Build

ing

mat

eria

ls br

ough

t fro

m h

ome

Obj

ectiv

esLe

arne

rs w

ill b

e ab

le to

:

Und

erst

and

the

reas

ons

for s

tudy

ing

the

subj

ect a

rea

and

Stra

nd B

.

1.1.

1. D

escr

ibe

a sim

ple

raft

cons

truct

ion

1.1.

2. D

escr

ibe

a sim

ple

du

gout

con

stru

ctio

n

1.2.

3. D

escr

ibe

singl

e an

d do

uble

ou

trigg

er c

anoe

con

stru

ctio

n

Reca

p an

d su

mm

ary

of s

ub to

pics

.

str

An

d b

: cA

nO

e b

uiL

din

g A

nd

sA

iLin

g

Less

on 1

.1. B

oats

and

Can

oes:

Typ

es



Feat

ures

of t

his

less

on

Purp

ose,

sup

port

s an

d ch

alle

nges

in th

e le

sson

Purp

ose,

sup

ports

and

cha

lleng

es in

the

less

on

This

less

on s

tarts

off

the

wid

er s

tudy

into

can

oe b

uild

ing

and

saili

ng b

y ex

plor

ing

type

s of

can

oes.

Stu

dent

s w

ill b

e ab

le to

des

crib

e co

nstru

ctio

n of

raft,

dug

out

, ou

trigg

er c

anoe

. Som

e st

uden

ts m

ay fi

nd th

e pr

oces

s of

con

stru

ctin

g m

odel

s to

sca

le c

halle

ngin

g. T

his

is an

op

portu

nity

to d

evel

op c

ompe

tenc

ies

of p

ersis

tenc

e,

atte

ntio

n to

det

ail a

nd p

ride

in e

fforts

.

Intr

oduc

ing

the

less

on

Link

s to

stu

dent

s’ p

rior

kno

wle

dge

and

voca

bula

ry

Voca

bula

ry: r

aft,

dugo

ut, s

ingl

e/do

uble

out

rigge

r.

Det

erm

ine

the

stud

ents

’ exi

stin

g id

eas

abou

t can

oe

type

s th

roug

h m

ind

pict

ures

and

con

cept

dra

win

gs.

Use

the

idea

s fro

m th

e Le

arne

r’s T

ext a

nd in

tera

ctiv

e re

sour

ce o

f The

Can

oe Is

the

Peop

le (s

ectio

n: ‘W

hat

did

the

first

can

oes

look

like

?’) f

or e

xplo

rato

ry s

tudi

es,

lead

ing

to c

orre

ctly

labe

led

draw

ings

of a

t fou

r diff

eren

t ty

pes

of c

anoe

s. U

sing

build

ing

mat

eria

ls br

ough

t fro

m

hom

e en

able

the

stud

ents

to b

uild

a m

odel

of e

ach

cano

e ty

pe in

sca

le to

the

draw

ings

. Est

ablis

h an

d cl

osel

y m

onito

r saf

ety

stan

dard

s fo

r mak

ing

the

mod

els.

Dis

cuss

ion

Sam

ple

ques

tions

to p

rom

ote

criti

cal t

hink

ing

and

link

to th

e pu

rpos

e

•Whatdidthefirstcanoeslooklike?

•What werethecanoesmadeoutof?

•Howdidthecanoedevelopandchangeoverthe

last

thre

e or

four

thou

sand

yea

rs?

•Whatdoyouthinkarethethreemostimportant

feat

ures

of a

long

dist

ance

can

oe?

Teac

hing

to h

elp

stud

ents

lear

n

Opp

ortu

nitie

s fo

r fe

edba

ck

Seve

ral o

ppor

tuni

ties

are

avai

labl

e fo

r fee

dbac

k to

hel

p st

uden

t lea

rnin

g:

•Atthestartofthelesson,gatherinformation

abou

t stu

dent

s’ pr

ior k

now

ledg

e ab

out c

anoe

s

•Duringtheinformationsearch,which

stud

ents

hav

e le

arnt

or n

ot le

arnt

•Whilemakingthescalemodelswhere

stud

ents

are

on

the

lear

ning

ladd

er

•Afterfinishingthemodelcanoes,whatis

optim

al to

teac

h ne

xt.

In th

is w

ay fe

edba

ck is

bot

h fo

rmat

ive

(dur

ing

the

less

on) a

nd s

umm

ativ

e (b

y w

ay o

f eva

luat

ion

at th

e en

d of

the

less

on).

Mor

e in

form

atio

n ab

out e

xper

t tea

chin

g m

etho

ds c

an

be fo

und

in th

e se

ctio

n W

hat h

elps

Pac

ific

stud

ents

le

arn

(p.2

8)

Con

nect

ing

with

the

com

mun

ity

Mee

t with

par

ents

and

com

mun

ity m

embe

rs p

rior

to th

e st

art o

f thi

s un

it, to

pro

vide

info

rmat

ion

abou

t up

com

ing

stud

ies

into

can

oe b

uild

ing

and

saili

ng. S

eek

idea

s ab

out h

ow th

e co

mm

unity

mig

ht b

e in

volv

ed.

Seek

sup

port

to p

rovi

de re

sour

ce m

ater

ials

from

hom

e.

See

also

the

sect

ion

How

teac

hers

can

link

com

mun

ity

know

ledg

e w

ith th

e cl

assr

oom

.

Whe

re to

nex

t?

To m

ove

a st

uden

t to

the

next

lear

ning

ste

p th

e te

ache

r co

uld

help

them

focu

s on

:

•convincingothersoftherelativemerits

of d

iffer

ent c

anoe

type

s (c

olle

ct &

reco

rd

info

rmat

ion,

com

mun

icat

ing

findi

ngs)

.

The

teac

her c

ould

:

•encouragestudentstosuggestandexplorethe

mer

its o

f a v

arie

ty o

f way

s of b

uild

ing

cano

es.

Furt

her

reso

urce

s

How

e, K

. (20

07).

Vaka

Moa

na: v

oyag

es o

f the

anc

esto

rs.

Auck

land

, New

Zea

land

: Dav

id B

atem

an L

td.

Addi

tiona

l res

ourc

es c

an a

lso b

e fo

und

on th

e in

tera

ctiv

e re

sour

ce T

he C

anoe

Is th

e Pe

ople

(CD

-RO

M o

r onl

ine)

.

str

An

d b

: cA

nO

e b

uiL

din

g A

nd

sA

iLin

g –

Le

ss

On

1.1

. bO

Ats

An

d c

An

Oe

s: t

YP

es

Stu

dy G

uide



77

strAnd b: cAnOe buiLding And sAiLing – LessOn 1.1. bOAts And cAnOes: tYPes

Assignement b1.1

Look at the drawings in Figure 1. What kind of boat or canoe is each one? Put the correct label in the box underneath the drawing.

A single hull with sail?

A double hull outrigger canoe with sail?

A single hull dugout?

A raft?

Figure 1. Types of boats and canoes



78



Sugg

estio

ns fo

r C

urri

culu

m E

ntry

Poi

nts

Soci

al/C

ultu

ral S

tudi

es

Soci

al/C

ultu

ral S

tudi

es

Mat

hs

Revi

ew a

nd c

onso

lidat

e le

arni

ng.

Lear

ning

exp

erie

nces

Expo

sitio

n Q

uest

ions

& a

nsw

ers

Cla

ss tr

ip to

voy

agin

g ca

noe,

vill

age,

w

harf,

mus

eum

, cul

tura

l cen

tre o

r lib

rary

an

d/or

W

ork

with

pho

togr

aphs

, dra

win

gs o

r di

agra

ms

of lo

cal c

raft

Que

stio

ns &

ans

wer

s

Expo

sitio

n an

d ex

plan

atio

n Q

uest

ions

& a

nsw

ers

Que

stio

ns &

ans

wer

s Pa

ir w

ork:

Ass

ignm

ent B

1.2:

cal

cula

ting

spee

d, ti

me,

wei

ght

Sum

mar

y of

con

tent

Q

uest

ions

& a

nsw

ers

Assig

nmen

t B1.

3 an

d B1

.4: t

radi

tiona

l na

mes

and

dra

win

gs o

f voy

agin

g ca

noes

Lear

ning

res

ourc

es

Fiel

d Tr

ip

Phot

ogra

phs,

dra

win

gs o

r dia

gram

s of

lo

cal c

raft

Lear

ner’s

Tex

t (pp

.19–

21)

Lear

ner’s

Tex

t (pp

.16–

21)

Inte

ract

ive

reso

urce

(The

Can

oe Is

the

Peop

le C

D-R

OM

or w

ebsit

e): C

anoe

s an

d Sa

iling

– P

acifi

c C

anoe

s Bl

ackl

ine

Mas

ter A

ssig

nmen

t B1.

2

Blac

klin

e M

aste

r Ass

ignm

ents

B1.

3 an

d B1

.4

Obj

ectiv

esLe

arne

rs w

ill b

e ab

le to

:

Reca

ll an

d re

view

lear

ning

in p

revi

ous

clas

s.

1.2.

1. R

ecog

nise

and

des

crib

e at

leas

t on

e ty

pe o

f voy

agin

g ca

noe

from

thei

r co

untry

/isla

nd.

1.2.

2. R

ecog

nise

and

des

crib

e a

voya

ging

can

oe fr

om a

t lea

st o

ne

othe

r Pac

ific

Isla

nd c

ount

ry.

1.2.

3. U

nder

stan

d th

e co

ncep

ts o

f sp

eed,

vel

ocity

, tim

e an

d w

eigh

t.

Reca

p an

d su

mm

ary

of s

ub to

pic.

str

An

d b

: cA

nO

e b

uiL

din

g A

nd

sA

iLin

g

Less

on 1

.2. B

oats

and

Can

oes:

Pac

ific

Isla

nd C

anoe

s



Feat

ures

of t

his

less

on

Purp

ose,

sup

port

s an

d ch

alle

nges

in th

e le

sson

In th

is le

sson

stu

dent

s w

ill re

cogn

ise ty

pes

of c

anoe

us

ed fo

r voy

agin

g fro

m th

eir o

wn

coun

try.

A ke

y be

nefit

is th

at s

tude

nts

will

incr

ease

aw

aren

ess

of

trad

ition

al m

eans

of t

rans

port

and

thei

r effe

ctiv

enes

s.

Intr

oduc

ing

the

less

on

Link

s to

stu

dent

s’ p

rior

kno

wle

dge

and

voca

bula

ry

Voca

bula

ry: v

oyag

ing

cano

e.

Intro

duce

the

stud

ents

to th

e pi

ctur

es o

f Pac

ific

Isla

nd

cano

es in

the

Lear

ner’s

Res

ourc

e Pa

ck, u

sing

the

disc

ussio

n qu

estio

ns to

ass

ist le

arni

ng.

With

com

mun

ity m

embe

rs h

old

a cl

ass

trip

to th

e vi

llage

, wha

rf, m

useu

m o

r cul

tura

l cen

tre to

lear

n ab

out

voya

ging

can

oes

from

thei

r ow

n co

untry

. Pre

pare

st

uden

ts to

ask

que

stio

ns re

spec

tfully

abo

ut tr

aditi

onal

m

eans

of t

rans

port

and

thei

r effe

ctiv

enes

s. P

rovi

de

clea

r lea

rnin

g in

tent

ions

by

setti

ng th

e ta

sk o

f dra

win

g a

diag

ram

of a

voy

agin

g ca

noe

with

cor

rect

.

Dis

cuss

ion

Sam

ple

ques

tions

to p

rom

ote

criti

cal t

hink

ing

and

link

to th

e pu

rpos

e

Sam

ple

ques

tions

to p

rom

ote

criti

cal t

hink

ing

and

link

to th

e pu

rpos

e

1.

(a) C

an y

ou d

escr

ibe

the

feat

ures

of a

can

oe th

at

is bu

ilt fo

r voy

agin

g.

(b) C

ompa

re th

e fe

atur

es o

f voy

agin

g ca

noes

fro

m d

iffer

ent n

atio

ns. W

hat f

eatu

res

do th

ey

have

in c

omm

on, o

r uni

que

feat

ures

?

(c) H

ow fa

r cou

ld th

e vo

yagi

ng c

anoe

s tra

vel?

Wha

t pla

ce is

that

dist

ance

aw

ay fr

om y

our

coun

try?

2.

Who

are

the

mas

ter c

anoe

bui

lder

s in

you

r co

untry

? W

hat i

s th

e na

me

for m

aste

r can

oe

build

er in

the

lang

uage

of y

our c

ount

ry?

Teac

hing

to h

elp

stud

ents

lear

n

Hel

p st

uden

ts to

teac

h th

emse

lves

& to

sel

f-ass

ess

by u

sing

stud

y re

adin

g –

SQR3

. The

inst

ruct

ions

to

stud

ents

are

as

follo

ws:

To re

ad e

ffect

ivel

y yo

u ne

ed to

read

act

ivel

y. S

QR3

is

anot

her m

etho

d to

hel

p yo

u do

this:

Sur

vey

Que

stio

n Re

ad R

ecal

l Rev

iew

.

Surv

ey: L

ook

quic

kly

thro

ugh

the

read

ing

to s

ee w

hat i

t is

abou

t. U

se h

eadi

ngs

and

first

sen

tenc

e of

par

agra

phs

to h

elp

you.

Con

nect

ing

with

the

com

mun

ity

Whe

re p

ossib

le, v

isit p

lace

s w

ith d

iffer

ent c

anoe

ty

pes

and

with

spe

aker

s w

ho c

an d

escr

ibe

thei

r use

s,

limita

tions

and

stre

ngth

s.

See

also

the

sect

ion

How

teac

hers

can

link

com

mun

ity

know

ledg

e w

ith th

e cl

assr

oom

.

Whe

re to

nex

t?

Prog

ress

ion

leve

ls

Gen

erat

e a

rang

e of

pos

sible

sol

utio

ns to

pro

blem

s th

at

coul

d ar

ise fo

r gro

ups

saili

ng fo

r a lo

ng p

erio

d m

igra

ting

acro

ss th

e Pa

cific

.

Mak

e a

choi

ce a

bout

a p

refe

rred

act

ion

and

just

ify th

at

choi

ce.

Furt

her

reso

urce

s

How

e, K

. (20

07).

Vaka

Moa

na: V

oyag

es o

f the

an

cest

ors.

Auc

klan

d, N

ew Z

eala

nd: D

avid

Ba

tem

an L

td.

Addi

tiona

l res

ourc

es c

an a

lso b

e fo

und

on th

e in

tera

ctiv

e re

sour

ce T

he C

anoe

Is th

e Pe

ople

(CD

-RO

M

or o

nlin

e).

Con

tinue

d ...

Con

tinue

d ...

str

An

d b

: cA

nO

e b

uiL

din

g A

nd

sA

iLin

g –

Le

ss

On

1.2

. bO

Ats

An

d c

An

Oe

s: P

Ac

iFic

isLA

nd

cA

nO

es

Stu

dy G

uide



Feat

ures

of t

his

less

onC

onne

ctin

g w

ith th

e co

mm

unity

Te

achi

ng to

hel

p st

uden

ts le

arn

(... c

ontin

ued

from

pre

viou

s pa

ge).

Que

stio

n: W

rite

dow

n th

e qu

estio

ns y

ou w

ant t

o an

swer

.

Read

: Rea

d an

d fin

d w

here

the

answ

ers

to y

our

ques

tions

are

. Mak

e so

me

note

s. O

nce

you

have

fo

und

your

ans

wer

s, s

top

read

ing.

Reca

ll: L

ook

agai

n at

you

r que

stio

ns a

nd y

our n

otes

. D

o yo

u ha

ve fu

ll an

swer

s?

Revi

ew: I

f nee

d be

tter a

nsw

ers,

you

may

nee

d to

re-

read

the

artic

le/ p

ages

aga

in.

Mor

e in

form

atio

n ab

out e

xper

t tea

chin

g m

etho

ds c

an

be fo

und

in th

e se

ctio

n W

hat h

elps

Pac

ific

stud

ents

le

arn

(p.2

8)

str

An

d b

: cA

nO

e b

uiL

din

g A

nd

sA

iLin

g –

Le

ss

On

1.2

. bO

Ats

An

d c

An

Oe

s: P

Ac

iFic

isLA

nd

cA

nO

es

Stu

dy G

uide



82



83

strAnd b: cAnOe buiLding And sAiLing – LessOn 1.2. bOAts And cAnOes: PAciFic isLAnd cAnOes

Assignement b1.2

A nautical mile is a unit of length. It corresponds approximately to one minute of latitude along any meridian. One nautical mile converts to

• 1,852metres

• 1.15miles

A ‘knot’ is a unit of speed, equal to one nautical mile per hour (that is, 1.15 miles per hour).

If a canoe travels an average speed of 1 knot, how many nautical miles would it travel in one 24-hour day?

If a canoe took 3 days to travel 750 nautical miles, what was its average speed in knots?

If a canoe needs to travel a distance of 2500 miles to an island, and expects to be sailing at an average speed of 12 knots, approximately how many days would it take for the canoe to reach its destination?

There are 4 men on board this canoe. Roughly estimate how much food (in kilos) and water (in litres) would they have needed to take with them for each of the 24 hour days?

If they are sailing for 4 days, what sort of food would they have on board the canoe?



84


Assignement b1.3

In Figure 1 there is a drawing of the replica (copy) of a Hawaiian voyaging canoe. The name of this canoe is the Hokule’a. The Hokule’a was built by the Polynesian Voyaging Society in 1975 and was the first voyaging canoe to be built in Hawaii for more than 600 years.

What is the traditional name of voyaging canoes from your country?

Give the traditional names of voyaging canoes from two other Pacific Island countries.

Figure 1: The Hokule’a. Drawing by Star-Bulletin artist David Swann from the site Hawaiian Voyaging Tradition http://pvs.kcc.hawaii.edu/ike/kalai_waa/hokulea_photo_gallery.html



85


Assignement b1.4

Draw and label one of the voyaging canoes from your country



86



Sugg

estio

ns fo

r C

urri

culu

m E

ntry

Poi

nts

Soci

al/C

ultu

ral S

tudi

es

Engl

ish

Soci

al/C

ultu

ral S

tudi

es

Indu

stri

al A

rts

Soci

al/C

ultu

ral S

tudi

es

Indu

stri

al A

rts

Revi

ew a

nd c

onso

lidat

e le

arni

ng

Lear

ning

exp

erie

nces

Expo

sitio

n Q

uest

ions

& a

nsw

ers

Expo

sitio

n an

d ex

plan

atio

n G

uest

spe

aker

(cou

ld b

e co

mbi

ned

with

less

on s

ub to

pic

2.2.

) Q

uest

ions

& a

nsw

ers

Writ

ing

up a

sho

rt ac

coun

t of t

he ta

lk

Expo

sitio

n an

d ex

plan

atio

n C

lass

room

disp

lay:

col

lect

mat

eria

ls an

d w

eave

a s

mal

l sec

tion

of s

ail

Expo

sitio

n an

d ex

plan

atio

n C

lass

room

disp

lay:

col

lect

mat

eria

ls an

d m

ake

a sm

all s

ectio

n of

rope

Sum

mar

y of

con

tent

Q

uest

ions

& a

nsw

ers

Assig

nmen

t B2.

1: re

view

que

stio

ns o

n bu

ildin

g a

cano

e

Lear

ning

res

ourc

es

Gue

st S

peak

er

Lear

ner’s

Tex

t (p.

18)

Inte

ract

ive

reso

urce

(The

Can

oe Is

the

Peop

le

CD

-RO

M o

r web

site)

: Can

oes

and

Saili

ng –

Bu

ildin

g a

Can

oe

Mat

-mak

ing

mat

eria

ls br

ough

t fro

m h

ome

Lear

ner’s

Tex

t (p.

18)

Inte

ract

ive

reso

urce

: Can

oes

and

Saili

ng –

Bu

ildin

g a

Can

oe

Rope

-mak

ing

mat

eria

ls br

ough

t fro

m h

ome

Lear

ner’s

Tex

t (p.

18)

Inte

ract

ive

reso

urce

: Can

oes

and

Saili

ng –

Bu

ildin

g a

Can

oe

Blac

klin

e M

aste

r Ass

ignm

ent B

2.1

Obj

ectiv

esLe

arne

rs w

ill b

e ab

le to

:

Reca

ll an

d re

view

lear

ning

in p

revi

ous

clas

s.

2.1.

1. D

escr

ibe

the

mat

eria

ls an

d co

nstru

ctio

n m

etho

ds o

f diff

eren

t ty

pes

of h

ulls.

2.1.

2. D

escr

ibe

the

mat

eria

ls an

d co

nstru

ctio

n m

etho

ds u

sed

in s

ail

mak

ing.

2.1.

3. D

escr

ibe

the

mat

eria

ls an

d co

nstru

ctio

n m

etho

ds u

sed

in ro

pe

mak

ing.

Reca

p an

d su

mm

ary

of s

ub to

pics

.

str

An

d b

: cA

nO

e b

uiL

din

g A

nd

sA

iLin

g

Less

on 2

.1. B

uild

ing

a C

anoe

: Can

oe M

ater

ials

and

Par

ts



Feat

ures

of t

his

less

on

Purp

ose,

sup

port

s an

d ch

alle

nges

in th

e le

sson

To fu

rther

dev

elop

und

erst

andi

ng o

f typ

es o

f can

oes,

th

is le

sson

exp

lore

s th

e hu

ll, s

ail a

nd ro

pe fe

atur

es o

f Pa

cific

Isla

nds

cano

es.

Stud

ents

will

incr

ease

und

erst

andi

ng a

nd a

war

enes

s of

ch

alle

nges

thei

r anc

esto

rs fa

ce b

y at

tem

ptin

g to

mak

e sa

il m

attin

g an

d ro

pe.

Intr

oduc

ing

the

less

on

Link

s to

stu

dent

s’ p

rior

kno

wle

dge

and

voca

bula

ry

Voca

bula

ry: h

ull,

sail,

rope

.

With

com

mun

ity m

embe

rs a

nd th

e in

tera

ctiv

e re

sour

ce

mat

eria

l, as

k th

e st

uden

ts to

gat

her i

nfor

mat

ion

abou

t th

e co

nstru

ctio

n of

diff

eren

t typ

es o

f hul

ls; th

e re

ason

s fo

r diff

eren

t typ

es o

f hul

ls; a

nd m

ater

ials

used

for s

ail

and

rope

mak

ing.

Refe

r stu

dent

s to

the

Lear

ner’s

Tex

t (‘W

hat w

ere

cano

es

mad

e ou

t of?

’) an

d a

set o

f com

preh

ensio

n qu

estio

ns

such

as:

- ho

w w

as re

spec

t sho

wn

for t

he e

nviro

nmen

t w

hen

colle

ctin

g m

ater

ials?

- W

hat t

ypes

woo

d w

ere

used

for c

anoe

s?

- W

here

was

the

woo

d so

urce

d?

- W

hat w

ere

the

feat

ures

of s

ails?

- W

hy w

ere

rope

s im

porta

nt fo

r can

oe b

uild

ing?

Dis

cuss

ion

Sam

ple

ques

tions

to p

rom

ote

criti

cal t

hink

ing

and

link

to th

e pu

rpos

e

Can

you

des

crib

e th

e fe

atur

es o

f a s

alis

used

for

voya

ging

can

oes?

Wha

t is

a lo

cal n

ame

for t

he ro

pe m

akin

g m

ater

ial

‘coc

onut

hus

k’?

Are

ther

e an

y tre

es in

you

r cou

ntry

that

hav

e w

ood

hard

eno

ugh

to m

ake

the

hulls

of a

larg

e ca

noe?

Wha

t is

the

nam

e of

the

tree

and

whe

re d

oes

it gr

ow?

Teac

hing

to h

elp

stud

ents

lear

n

Opp

ortu

nitie

s fo

r fe

edba

ck

At th

e be

ginn

ing

of th

e le

sson

mak

e ex

plic

it th

e le

arni

ng

goal

s: u

nder

stan

ding

and

exp

ertis

e in

trad

ition

al w

avin

g (s

ailm

akin

g) a

nd ro

pe te

chni

ques

; and

the

abili

ty to

de

scrib

e th

e co

nstru

ctio

n di

ffere

nt h

ull t

ypes

, and

co

mpo

sitio

n.

The

clas

sroo

m d

ispla

y of

sai

l mat

s an

d ro

pes

prep

ared

by

the

stud

ents

will

pro

vide

opp

ortu

nitie

s fo

r su

mm

ativ

e fe

edba

ck.

Dur

ing

the

less

on p

rovi

de fe

edba

ck to

the

stud

ents

th

roug

h ac

know

ledg

ing

wha

t tha

t hav

e do

ne w

ell,

and

desc

ribin

g ho

w to

impr

ove.

Mor

e in

form

atio

n ab

out e

xper

t tea

chin

g m

etho

ds c

an

be fo

und

in th

e se

ctio

n W

hat h

elps

Pac

ific

stud

ents

le

arn

(p.2

8)

Con

nect

ing

with

the

com

mun

ity

Whe

re p

ossib

le, i

nvol

ve s

peak

ers

and

com

mun

ity

mem

bers

with

hul

l-mak

ing,

wea

ving

and

rope

mak

ing

skill

s sp

eake

rs; a

s w

ell a

s op

portu

nitie

s to

exa

min

e ex

ampl

es o

f eac

h.

See

also

the

sect

ion

How

teac

hers

can

link

com

mun

ity

know

ledg

e w

ith th

e cl

assr

oom

.

Whe

re to

nex

t?

The

stud

ents

use

a ra

nge

of in

form

atio

n so

urce

s to

ex

plor

e ot

her n

atio

ns’ a

ppro

ache

s to

hul

ls, s

ails

and

rope

s.

The

teac

her c

an p

rovi

de s

tude

nts

with

the

oppo

rtuni

ty

to e

xpla

in w

hat t

hey

have

lear

ned

to c

omm

unity

m

embe

rs.

Furth

er e

xam

ples

of p

rogr

essiv

e le

arni

ng o

bjec

tives

ca

n be

foun

d in

the

sect

ion

Prog

ress

ive

achi

evem

ent

obje

ctiv

es.

Furt

her

reso

urce

s

How

e, K

. (20

07).

Vaka

Moa

na: v

oyag

es o

f the

an

cest

ors.

Auc

klan

d, N

ew Z

eala

nd: D

avid

Ba

tem

an L

td.

Addi

tiona

l res

ourc

es c

an a

lso b

e fo

und

on th

e in

tera

ctiv

e re

sour

ce T

he C

anoe

Is th

e Pe

ople

(CD

-RO

M

or o

nlin

e).

str

An

d b

: cA

nO

e b

uiL

din

g A

nd

sA

iLin

g –

Le

ss

On

2.1

. bu

iLd

ing

A c

An

Oe

: cA

nO

e m

Ate

riA

Ls A

nd

PA

rts

Stu

dy G

uide



89

strAnd b: cAnOe buiLding And sAiLing – LessOn 2.1. buiLding A cAnOe: cAnOe mAteriALs And PArts

Assignement b2.1

What are the best materials for making:

Hulls?

Sails?

Ropes?

Why are these the best materials for outrigger canoe construction?



90



Sugg

estio

ns fo

r C

urri

culu

m E

ntry

Poi

nts

Soci

al/C

ultu

ral S

tudi

es

Engl

ish

Revi

ew a

nd c

onso

lidat

e le

arni

ng

Lear

ning

Exp

erie

nces

Expo

sitio

n Q

uest

ions

& a

nsw

ers

Gue

st s

peak

er (c

ould

be

com

bine

d w

ith

less

on s

ub to

pic

2.1.

and

/or

Wor

k w

ith in

tera

ctiv

e re

sour

ce

Assig

nmen

t B2.

2: s

umm

ary

of tr

aditi

onal

rit

uals

befo

re b

uild

ing

a ca

noe

Sum

mar

y of

con

tent

Q

uest

ions

& a

nsw

ers

Lear

ning

res

ourc

es

Gue

st S

peak

er

Inte

ract

ive

reso

urce

(The

Can

oe Is

the

Peop

le C

D-R

OM

or w

ebsit

e): C

anoe

s an

d Sa

iling

– B

uild

ing

a C

anoe

Bl

ackl

ine

Mas

ter A

ssig

nmen

t B2.

2

Obj

ectiv

esLe

arne

rs w

ill b

e ab

le to

:

Reca

ll an

d re

view

lear

ning

in p

revi

ous

clas

s.

2.2.

1. D

escr

ibe

the

prac

tical

and

ritu

al

prep

arat

ions

and

pro

cedu

res

for t

he

cons

truct

ion

of a

can

oe.

Reca

p an

d su

mm

ary

of s

ub to

pic.

str

An

d b

: cA

nO

e b

uiL

din

g A

nd

sA

iLin

g

Less

on 2

.2. B

uild

ing

a C

anoe

: Pre

para

tions

for

Can

oe B

uild

ing



Feat

ures

of t

his

less

on

Purp

ose,

sup

port

s an

d ch

alle

nges

in th

e le

sson

This

less

on in

trodu

ces

the

ritua

l and

pra

ctic

al

prep

arat

ions

invo

lved

in th

e co

nstru

ctio

n of

a c

anoe

. Th

roug

h th

eir i

nves

tigat

ions

with

com

mun

ity m

embe

rs,

writ

ten

and

on-li

ne re

sour

ces,

the

stud

ents

sho

uld

be

able

to p

rese

nt a

sho

rt ac

coun

t of t

hese

pra

ctic

al a

nd

ritua

l pre

para

tions

.

Stud

ents

may

be

chal

leng

ed b

y th

e ne

ed to

dist

ingu

ish

betw

een

wha

t kno

wle

dge

can

be s

hare

d in

a s

choo

l se

tting

and

wha

t rem

ains

with

in th

e co

mm

unity

.

Intr

oduc

ing

the

less

on

Link

s to

stu

dent

s’ p

rior

kno

wle

dge

and

voca

bula

ry

Voca

bula

ry: r

itual

, spi

ritua

lity,

trad

ition

s.

With

com

mun

ity m

embe

rs, t

he L

earn

er’s

Tex

t (‘W

hat

are

cano

es m

ade

out o

f?’),

and

inte

ract

ive

reso

urce

, the

st

uden

ts a

re le

arni

ng e

noug

h ab

out r

itual

and

pra

ctic

al

prep

arat

ions

that

they

can

pre

sent

a s

hort

acco

unt o

f th

ese

aspe

cts.

Hel

p th

e st

uden

ts to

focu

s on

the

lear

ning

they

are

m

eant

to g

ain

thro

ugh

this

less

on:

- to

des

crib

e rit

uals

and

prac

tical

pre

para

tions

.

In a

dditi

on, s

ome

stud

ents

may

con

sider

the

role

of

mal

es a

nd fe

mal

es in

thes

e pr

epar

atio

ns a

nd c

ompa

re

actio

ns in

one

cou

ntry

with

ano

ther

.

Dis

cuss

ion

Sam

ple

ques

tions

to p

rom

ote

criti

cal t

hink

ing

and

link

to th

e pu

rpos

e

How

wer

e rit

uals

and

spiri

tual

ity in

corp

orat

ed in

to

cano

e m

akin

g?

Wha

t pra

ctic

al p

repa

ratio

ns a

nd p

roce

dure

s w

ere

unde

rtake

n fo

r the

con

stru

ctio

n of

the

cano

e?

Are

ritua

ls pa

rt of

the

prac

tical

pre

para

tions

? C

ould

you

co

mpl

ete

prac

tical

pre

para

tions

with

out t

he ri

tual

s?

Teac

hing

to h

elp

stud

ents

lear

n

Opp

ortu

nitie

s fo

r fe

edba

ck

As th

e te

ache

r you

are

see

king

to d

evel

op a

n ap

prec

iatio

n of

and

inte

rcon

nect

ions

bet

wee

n rit

ual

and

prac

tical

pre

para

tions

; bot

h ar

e va

lued

.

In c

onve

rsat

ions

with

stu

dent

s, e

ncou

rage

them

to

expl

ain

the

ritua

ls an

d pr

actic

al p

repa

ratio

ns. A

sk th

em

to e

xpla

in th

e lin

k be

twee

n th

e tw

o; a

nd if

rele

vant

th

e lin

k be

twee

n w

hat w

as d

one

in e

arlie

r tim

es a

nd

mod

ern

life.

Mor

e in

form

atio

n ab

out e

xper

t tea

chin

g m

etho

ds c

an

be fo

und

in th

e se

ctio

n W

hat h

elps

Pac

ific

stud

ents

le

arn

(p.2

8)

Con

nect

ing

with

the

com

mun

ity

Seek

the

advi

ce fr

om c

omm

unity

mem

bers

on

wha

t m

ight

be

shar

ed a

bout

ritu

al a

nd p

ract

ical

pre

para

tions

; an

d in

volv

e th

em in

the

less

on.

See

also

the

sect

ion

How

teac

hers

can

link

com

mun

ity

know

ledg

e w

ith th

e cl

assr

oom

.

Whe

re to

nex

t?

Dev

elop

a s

et o

f pro

toco

ls fo

r see

king

and

sha

ring

info

rmat

ion

abou

t ritu

als

for c

anoe

bui

ldin

g. T

hrou

gh

colle

ctin

g an

d re

cord

ing

info

rmat

ion

from

a ra

nge

of s

ourc

es, p

repa

re a

pre

sent

atio

n ab

out r

itual

and

pr

actic

al p

rese

ntat

ions

, com

parin

g an

d an

alys

ing

appr

oach

es.

Expl

ain

reas

ons

for a

nd c

onse

quen

ces

of ri

tual

s.

Furt

her

reso

urce

s

How

e, K

. (20

07).

Vaka

Moa

na: v

oyag

es o

f the

an

cest

ors.

Auc

klan

d, N

ew Z

eala

nd: D

avid

Ba

tem

an L

td.

Addi

tiona

l res

ourc

es c

an a

lso b

e fo

und

on th

e in

tera

ctiv

e re

sour

ce T

he C

anoe

Is th

e Pe

ople

(CD

-RO

M

or o

nlin

e).

str

An

d b

: cA

nO

e b

uiL

din

g A

nd

sA

iLin

g –

Le

ss

On

2.2

. bu

iLd

ing

A c

An

Oe

: Pr

eP

Ar

Ati

On

s F

Or

cA

nO

e b

uiL

din

g

Stu

dy G

uide



93

strAnd b: cAnOe buiLding And sAiLing – LessOn 2.2. buiLding A cAnOe: PrePArAtiOns FOr cAnOe buiLding

Assignement b2.2

What are the traditional rituals in your culture that canoe builders must do before they start to build a canoe?



94



Sugg

estio

ns fo

r C

urri

culu

m E

ntry

Poi

nts

Mat

hs

(spe

ed, v

eloc

ity, d

istan

ce a

nd

time/

tabl

es a

nd g

raph

s)

Scie

nce

(for

ces)

Scie

nce

(for

ces)

Revi

ew a

nd c

onso

lidat

e le

arni

ng

Lear

ning

exp

erie

nces

Expo

sitio

n Q

uest

ions

& a

nsw

ers

Expo

sitio

n an

d de

mon

stra

tion

Expo

sitio

n an

d de

mon

stra

tion

Sum

mar

y of

con

tent

Q

uest

ions

& a

nsw

ers

Begi

n w

orki

ng o

n As

signm

ent

B3.1

: rev

iew

que

stio

ns o

n ta

ckin

g an

d sh

untin

g (to

be

finish

ed in

less

on o

n Ba

lanc

e)

Lear

ning

res

ourc

es

Lear

ner’s

Tex

t (p.

22)

Inte

ract

ive

reso

urce

(The

Can

oe Is

the

Peop

le

CD

-RO

M o

r web

site)

: Can

oes

and

Saili

ng –

Sa

iling

Lear

ner’s

Tex

t (p.

23)

Inte

ract

ive

reso

urce

: Can

oes

and

Saili

ng –

Sa

iling

Blac

klin

e M

aste

r Ass

ignm

ent B

3.1

Obj

ectiv

esLe

arne

rs w

ill b

e ab

le to

:

Reca

ll an

d re

view

lear

ning

in p

revi

ous

clas

s.

3.1.

1. D

escr

ibe

the

reas

ons

and

proc

edur

es fo

r tac

king

.

3.1.

2. D

escr

ibe

the

reas

ons

and

proc

edur

es fo

r shu

ntin

g.

Reca

p an

d su

mm

ary

of s

ub to

pics

.

str

An

d b

: cA

nO

e b

uiL

din

g A

nd

sA

iLin

g

Less

on 3

.1. S

ailin

g a

Can

oe: T

acki

ng a

nd S

hunt

ing



Feat

ures

of t

his

less

on

Purp

ose,

sup

port

s an

d ch

alle

nges

in th

e le

sson

This

less

on m

oves

the

stud

ents

into

sai

ling

tech

niqu

e.

As

a re

sult

of th

is le

sson

stu

dent

s w

ill b

e ab

le

unde

rsta

nd a

nd d

emon

stra

te tw

o sa

iling

met

hods

–

tack

ing

and

shun

ting.

A c

halle

nge

for s

tude

nts

may

be

to in

tegr

ate

indi

geno

us la

ngua

ge in

to th

e de

scrip

tions

, na

mes

, and

ratio

nale

. Thi

s co

uld

also

be

seen

as

a le

arni

ng o

ppor

tuni

ty.

Intr

oduc

ing

the

less

on

Link

s to

stu

dent

s’ p

rior

kno

wle

dge

and

voca

bula

ry

Voca

bula

ry: t

acki

ng, s

hunt

ing.

Revi

se th

e pr

inci

ple

of w

ind-

fille

d sa

ils c

reat

ing

forw

ard

mom

entu

m fo

r the

can

oes.

Thr

ough

a s

erie

s of

que

stio

ns o

n w

ind

and

sail

angl

e he

lp th

e st

uden

ts

to id

entif

y th

e ‘n

o go

zon

e’ fo

r sai

ling,

i.e.

whe

n at

tem

ptin

g to

sai

l dire

ctly

into

the

win

d. In

trodu

ce th

e st

uden

ts to

the

met

hods

of t

acki

ng a

nd s

hunt

ing.

Sig

nal

that

und

erst

andi

ng a

nd d

emon

stra

ting

thes

e co

ncep

ts

are

the

lear

ning

goa

ls fo

r thi

s le

sson

. Int

rodu

ce th

e st

uden

ts to

the

mat

eria

l in

the

Lear

ner’s

Tex

t (‘H

ow

wer

e th

e ca

noes

sai

led?

’) an

d in

tera

ctiv

e re

sour

ce.

Prov

ide

the

stud

ents

with

tim

e to

stu

dy th

e m

ater

ial a

nd

prep

are

a de

mon

stra

tion

of h

ow e

ach

met

hod

wor

ked.

Dis

cuss

ion

Sam

ple

ques

tions

to p

rom

ote

criti

cal t

hink

ing

and

link

to th

e pu

rpos

e

Whe

n w

as it

nec

essa

ry to

sai

l by

tack

ing

or s

hunt

ing?

D

escr

ibe

each

met

hod.

Wha

t wer

e th

e di

fficu

lties

ass

ocia

ted

with

shu

ntin

g an

d pa

rticu

lar c

ondi

tions

nee

ded

to m

ake

it a

succ

essf

ul s

ailin

g m

etho

d?

Expl

ain

the

diffe

renc

e be

twee

n ta

ckin

g an

d sh

untin

g w

ithou

t usin

g th

e w

ords

, and

as

if yo

u ar

e ta

lkin

g to

so

meo

ne w

ho h

as n

ever

bee

n sa

iling

.

Teac

hing

to h

elp

stud

ents

lear

n

Opp

ortu

nitie

s fo

r fe

edba

ck

Usin

g a

chec

klist

, tha

t pro

vide

s sp

ace

for s

tude

nt s

elf-

asse

ssm

ent a

nd te

ache

r com

men

t, as

k th

e st

uden

ts to

sel

f-as

sess

lear

ning

from

this

less

on:

- D

id I

stud

yrea

d (S

QR3

) the

Lea

rner

’s T

ext f

or

info

rmat

ion

on s

hunt

ing

and

tack

ing?

- D

id I

reco

rd th

e in

form

atio

n ac

cura

tely

?

- D

id I

view

the

inte

ract

ive

reso

urce

usin

g th

e SQ

R3

appr

oach

?

- D

id I

prep

are

an e

ffect

ive

dem

onst

ratio

n of

tack

ing

and

shun

ting?

The

teac

her’s

ass

essm

ent s

houl

d pr

ovid

e in

form

ativ

e fe

edba

ck th

at e

ncou

rage

s de

ep le

arni

ng (‘

Imag

ine

you

had

to s

ail d

irect

ly in

to th

e w

ind

in a

sto

rm. W

ould

you

cha

nge

anyt

hing

abo

ut th

is m

etho

d?) a

nd le

arne

r res

ourc

eful

ness

(W

here

cou

ld y

ou g

o to

lear

n m

ore

abou

t the

se?)

.

Mor

e in

form

atio

n ab

out e

xper

t tea

chin

g m

etho

ds c

an

be fo

und

in th

e se

ctio

n W

hat h

elps

Pac

ific

stud

ents

lear

n (p

.28)

Con

nect

ing

with

the

com

mun

ity

Whe

re p

ossib

le, i

nclu

de s

peak

ers

who

can

des

crib

e di

ffere

nt s

ailin

g m

etho

ds, i

nclu

ding

thei

r use

s,

limita

tions

and

stre

ngth

s; a

nd n

ames

and

exp

lana

tions

in

indi

geno

us la

ngua

ges.

See

also

the

sect

ion

How

teac

hers

can

link

com

mun

ity

know

ledg

e w

ith th

e cl

assr

oom

.

Whe

re to

nex

t?

Col

lect

and

reco

rd (d

igita

lly o

r in

hard

copy

) inf

orm

atio

n fro

m a

rang

e of

sou

rces

abo

ut th

e sa

iling

of c

anoe

s in

th

e Pa

cific

; inc

ludi

ng tr

aditi

onal

nam

es fo

r diff

eren

t sa

iling

met

hods

use

d by

the

voya

ging

can

oes,

and

m

athe

mat

ical

exp

lana

tions

for a

ngle

s of

‘go’

and

‘no

go’

zone

s.

Furth

er e

xam

ples

of p

rogr

essiv

e le

arni

ng o

bjec

tives

ca

n be

foun

d in

the

Prog

ress

ive

achi

evem

ent o

bjec

tives

se

ctio

n.

Furt

her

reso

urce

s

How

e, K

. (20

07).

Vaka

Moa

na: v

oyag

es o

f the

an

cest

ors.

Auc

klan

d, N

ew Z

eala

nd: D

avid

Ba

tem

an L

td.

Addi

tiona

l res

ourc

es c

an a

lso b

e fo

und

on th

e in

tera

ctiv

e re

sour

ce T

he C

anoe

Is th

e Pe

ople

(CD

-RO

M

or o

nlin

e).

str

An

d b

: cA

nO

e b

uiL

din

g A

nd

sA

iLin

g –

Le

ss

On

3.1

. sA

iLin

g A

cA

nO

e: t

Ac

kin

g A

nd

sh

un

tin

g

Stu

dy G

uide



97

strAnd b: cAnOe buiLding And sAiLing – LessOn 3.1. sAiLing A cAnOe: tAcking And shunting

Assignement b3.1

What is the difference between ‘tacking’ and ‘shunting’ a canoe?

What is meant by the ‘no go zone’?

What is meant by balance?

How does the construction of outrigger Pacific Island canoes ensure that they are balanced?



98

strAnd b: cAnOe buiLding And sAiLing – LessOn 3.1. sAiLing A cAnOe: tAcking And shunting

Assignement b3.1 (contd)

What is meant by ‘force’?

What effect does the force of the wind have on the canoe?

What is the difference between how Western boats and Pacific canoes balance the forces of wind and water?



Sugg

estio

ns fo

r C

urri

culu

m E

ntry

Poi

nts

Scie

nce

(forc

es, b

alan

ce)

Revi

ew a

nd c

onso

lidat

e le

arni

ng

Lear

ning

exp

erie

nces

Expo

sitio

n Q

uest

ions

& a

nsw

ers

Expo

sitio

n an

d de

mon

stra

tion

Con

tinue

wor

king

on

Assig

nmen

t B3.

1:

revi

ew q

uest

ions

on

bala

nce

and

forc

es

Sum

mar

y of

con

tent

Q

uest

ions

& a

nsw

ers

Lear

ning

res

ourc

es

Lear

ner’s

Tex

t (p.

24)

Inte

ract

ive

reso

urce

(The

Can

oe Is

the

Peop

le

CD

-RO

M o

r web

site)

: Can

oes

and

Saili

ng –

Sa

iling

Bl

ackl

ine

Mas

ter A

ssig

nmen

t B3.

1

Obj

ectiv

esLe

arne

rs w

ill b

e ab

le to

:

Reca

ll an

d re

view

lear

ning

in p

revi

ous

clas

s.

3.2.

1. E

xpla

in th

e im

porta

nce

of

bala

ncin

g a

cano

e in

ord

er to

equ

alise

fo

rces

.

Reca

p an

d su

mm

ary

of s

ub to

pic.

str

An

d b

: cA

nO

e b

uiL

din

g A

nd

sA

iLin

g

Less

on 3

.2. S

ailin

g a

Can

oe: B

alan

ce



Feat

ures

of t

his

less

on

Purp

ose,

sup

port

s an

d ch

alle

nges

in th

e le

sson

Thro

ugh

cont

ent i

n th

e Le

arne

r’s T

ext a

nd in

tera

ctiv

e re

sour

ce th

e st

uden

ts w

ill b

e ab

le to

exp

lain

the

impo

rtanc

e of

bal

anci

ng a

can

oe in

ord

er to

equ

alise

fo

rces

. Thi

s le

sson

has

a s

cien

ce fo

cus.

Intr

oduc

ing

the

less

on

Link

s to

stu

dent

s’ p

rior

kno

wle

dge

and

voca

bula

ry

Voca

bula

ry: b

alan

ce, f

orce

Shar

e w

ith th

e st

uden

ts th

e le

arni

ng g

oals

for t

his

less

on –

to e

xpla

in th

e im

porta

nce

of b

alan

cing

a c

anoe

in

ord

er to

equ

alise

forc

es; t

o de

fine

forc

es a

nd li

st

diffe

rent

type

s of

forc

e; to

des

crib

e th

e ef

fect

of f

orce

on

a s

ail,

and

the

effe

ct o

f a c

hang

e in

win

d di

rect

ion

in

term

s of

the

forc

e ex

erte

d on

the

sail.

Intro

duce

the

mat

eria

l in

the

Lear

ner’s

Tex

t (‘W

hat i

s m

eant

by

‘bal

ance

’? W

hat i

s m

eant

by

‘forc

e’?)

and

in

tera

ctiv

e re

sour

ce.

Faci

litat

e ex

plor

atio

n of

thes

e m

ater

ials

for 1

5 m

inut

es

and

shar

ing

of fi

ndin

gs th

roug

h de

mon

stra

tion

in

grou

ps.

Dis

cuss

ion

Sam

ple

ques

tions

to p

rom

ote

criti

cal t

hink

ing

and

link

to th

e pu

rpos

e

Nam

e fo

ur th

ings

that

mig

ht h

appe

n to

a c

anoe

if it

is

unba

lanc

ed?

If th

e fo

rces

of t

he w

ind

and

ocea

n cu

rren

ts o

n a

cano

e ar

e ba

lanc

ed th

ey w

ill c

ance

l eac

h ot

her o

ut a

nd h

ave

no e

ffect

on

its m

ovem

ent.

Com

plet

e th

ese

sent

ence

s:

(a)

If th

e ca

noe

is st

atio

nary

it w

ill…

(b)

If th

e ca

noe

is m

ovin

g, th

e di

rect

ion

and

spee

d w

ill…

Teac

hing

to h

elp

stud

ents

lear

n

Opp

ortu

nitie

s fo

r fe

edba

ck

Usin

g a

chec

klist

, tha

t pro

vide

s sp

ace

for p

eer s

elf-

asse

ssm

ent a

nd te

ache

r com

men

t, as

k th

e st

uden

ts to

pe

er-a

sses

s le

arni

ng fr

om th

is le

sson

:

- D

id m

y pe

er g

athe

r use

ful i

nfor

mat

ion

from

the

Lear

ner’s

Tex

t and

the

inte

ract

ive

reso

urce

usin

g th

e SQ

R3 a

ppro

ach?

- D

id m

y pe

er w

ork

wel

l in

our g

roup

to

prep

are

an e

ffect

ive

dem

onst

ratio

n of

tack

ing

and

shun

ting?

The

teac

her’s

ass

essm

ent s

houl

d pr

ovid

e in

form

ativ

e fe

edba

ck th

at e

ncou

rage

s de

ep le

arni

ng, p

ositi

ve g

roup

in

tera

ctio

n, a

nd le

arne

r res

ourc

eful

ness

for i

nfor

mat

ion

gath

erin

g an

d gr

oup

parti

cipa

tion.

Mor

e in

form

atio

n ab

out e

xper

t tea

chin

g m

etho

ds c

an

be fo

und

in th

e se

ctio

n W

hat h

elps

Pac

ific

stud

ents

le

arn

(p.2

8)

Con

nect

ing

with

the

com

mun

ity

Whe

re p

ossib

le in

volv

e lo

cal c

anoe

sai

ling

expe

rts in

th

e sh

arin

g of

sto

ries

invo

lvin

g ba

lanc

e an

d fo

rce.

See

also

the

sect

ion

How

teac

hers

can

link

com

mun

ity

know

ledg

e w

ith th

e cl

assr

oom

.

Whe

re to

nex

t?

Gen

erat

e a

rang

e of

pos

sible

sol

utio

ns to

the

bala

ncin

g of

a c

anoe

, sui

ng tr

aditi

onal

and

/or c

onte

mpo

rary

ap

proa

ches

. Com

pare

and

disc

uss

the

rela

tive

mer

its o

f ea

ch n

ew a

ppro

ach.

Furt

her

reso

urce

s

How

e, K

. (20

07).

Vaka

Moa

na: v

oyag

es o

f the

an

cest

ors.

Auc

klan

d, N

ew Z

eala

nd: D

avid

Ba

tem

an L

td.

Addi

tiona

l res

ourc

es c

an a

lso b

e fo

und

on th

e in

tera

ctiv

e re

sour

ce T

he C

anoe

Is th

e Pe

ople

(CD

-RO

M

or o

nlin

e).

str

An

d b

: cA

nO

e b

uiL

din

g A

nd

sA

iLin

g –

Le

ss

On

3.2

. sA

iLin

g A

cA

nO

e: b

ALA

nc

e

Stu

dy G

uide



Sugg

estio

ns fo

r C

urri

culu

m E

ntry

Poi

nts

Soci

al/C

ultu

ral S

tudi

es

Engl

ish

Revi

ew a

nd c

onso

lidat

e le

arni

ng.

Lear

ning

res

ourc

es

Lear

ner’s

Tex

t (p2

5)

Inte

ract

ive

reso

urce

(The

Can

oe Is

the

Peop

le C

D-R

OM

or w

ebsit

e): C

anoe

s

and

Saili

ng

Blac

klin

e M

aste

r Ass

ignm

ent B

3.1

Obj

ectiv

esLe

arne

rs w

ill b

e ab

le to

:

Reca

ll an

d re

view

lear

ning

in

prev

ious

cla

ss.

3.3.

1. D

escr

ibe

the

mai

n di

ffere

nces

in th

e de

sign,

co

nstru

ctio

n an

d sa

iling

of

Paci

fic Is

land

can

oes

and

Wes

tern

shi

p de

sign.

Reca

p an

d su

mm

ary

of S

trand

B.

str

An

d b

: cA

nO

e b

uiL

din

g A

nd

sA

iLin

g

Lear

ning

Exp

erie

nces

Expo

sitio

n Q

uest

ions

& a

nsw

ers

Expo

sitio

n an

d de

mon

stra

tion

Fini

sh w

orki

ng o

n As

signm

ent B

3.1:

revi

ew

ques

tions

on

diffe

renc

es

Gro

up w

ork:

pro

duce

an

info

rmat

ion

leaf

let w

ith

draw

ings

and

dia

gram

s to

sho

w th

e di

ffere

nces

in

the

desig

n an

d co

nstru

ctio

n of

Pac

ific

Isla

nd

voya

ging

can

oes

and

Wes

tern

shi

ps a

nd b

oats

Sum

mar

y of

con

tent

Q

uest

ions

& a

nsw

ers

Less

on 3

.3. S

ailin

g a

Can

oe: C

anoe

s of

the

Paci

fic



Feat

ures

of t

his

less

on

Purp

ose,

sup

port

s an

d ch

alle

nges

in th

e le

sson

This

less

on c

oncl

udes

the

topi

c st

udy

on c

anoe

bui

ldin

g an

d sa

iling

. Thr

ough

this

less

on s

tude

nts

will

dev

elop

a

prid

e in

thei

r ow

n he

ritag

e, c

ultu

re, l

angu

age;

tra

ditio

nal m

eans

of t

rans

port

and

asso

ciat

ed s

kills

and

kn

owle

dge.

A c

halle

nge

may

be

abou

t how

to v

alue

cu

lture

and

trad

ition

s in

con

tem

pora

ry s

ettin

gs,

with

out s

eein

g ea

ch a

s m

utua

lly e

xclu

sive.

Intr

oduc

ing

the

less

on

Link

s to

stu

dent

s’ p

rior

kno

wle

dge

and

voca

bula

ry

Voca

bula

ry: w

este

rn s

hip

desig

n, h

erita

ge, t

radi

tiona

l, tra

nspo

rt.

Shar

e w

ith th

e st

uden

ts th

e le

arni

ng g

oals

for t

his

less

on (a

s de

scrib

ed in

the

less

on s

umm

ary)

and

that

th

e le

arni

ng is

to b

e sh

ared

thro

ugh

the

prod

uctio

n of

an

info

rmat

ion

leaf

let t

hat e

xpla

ins

the

diffe

renc

es

betw

een

wes

tern

and

pac

ific

appr

oach

es to

des

ign,

co

nstru

ctio

n, a

nd s

ailin

g.

Revi

ew th

e m

ater

ial i

n th

e Le

arne

r’s T

ext a

nd

inte

ract

ive

reso

urce

. Disc

uss

and

list s

ourc

es o

f in

form

atio

n ab

out w

este

rn s

hip

desig

n.

Faci

litat

e ex

plor

atio

n of

thes

e m

ater

ials

for a

nd

shar

ing

of fi

ndin

gs th

roug

h th

e le

afle

ts p

rodu

ced.

Dis

cuss

ion

Sam

ple

ques

tions

to p

rom

ote

criti

cal t

hink

ing

and

link

to th

e pu

rpos

e

Nam

e fo

ur th

ings

that

diff

er b

etw

een

wes

tern

and

Pa

cific

app

roac

hes

to b

oat d

esig

n, c

onst

ruct

ion

and

saili

ng. I

dent

ify fo

ur th

ings

in c

omm

on.

How

doe

s kn

owle

dge

of P

acifi

c in

dige

nous

app

roac

hes

to b

oat d

esig

n, c

onst

ruct

ion

and

saili

ng b

uild

prid

e in

on

e’s

herit

age,

cul

ture

, lan

guag

e an

d ar

tistic

exp

ress

ion?

Teac

hing

to h

elp

stud

ents

lear

n

Opp

ortu

nitie

s fo

r fe

edba

ck

At th

e be

ginn

ing

of th

e le

sson

ask

eac

h st

uden

t to

iden

tify

in w

ritin

g th

eir o

wn

lear

ning

goa

ls fo

r thi

s le

sson

. The

y m

ay in

clud

e th

ose

stat

ed b

y th

e te

ache

r, as

wel

l as

othe

rs (s

uch

as s

elf-m

anag

emen

t, pe

er

inte

ract

ion,

com

pete

nt u

se o

f onl

ine

and

book

-bas

ed

info

rmat

ion

sour

ces)

. Dur

ing

the

less

on c

heck

in w

ith

stud

ent s

on h

ow th

ey a

re p

rogr

essin

g w

ith th

eir l

ist

of le

arni

ng g

oals.

At t

he e

nd o

f the

less

on c

heck

in

agai

n. P

rovi

de fe

edba

ck th

at s

tate

s w

hat t

he g

oal w

as,

perfo

rman

ce in

rela

tion

to th

e go

al a

nd n

ext l

earn

ing

chal

leng

es.

Mor

e in

form

atio

n ab

out e

xper

t tea

chin

g m

etho

ds c

an

be fo

und

in th

e se

ctio

n W

hat h

elps

Pac

ific

stud

ents

le

arn

(p.2

8)

Con

nect

ing

with

the

com

mun

ity

Invo

lve

loca

l can

oe s

ailin

g ex

perts

in th

e sh

arin

g of

sto

ries

abou

t sai

ling

cano

es, t

hat e

ncou

rage

pr

ide

in o

ne’s

her

itage

, exp

ansio

n of

lang

uage

, and

un

ders

tand

ing

of h

ow th

ese

tradi

tiona

l app

roac

hes

have

re

al v

alue

in a

mod

ern

wor

ld.

See

also

the

sect

ion

How

teac

hers

can

link

com

mun

ity

know

ledg

e w

ith th

e cl

assr

oom

.

Whe

re to

nex

t?

Prog

ress

ion

leve

ls

Usin

g a

rang

e of

sou

rces

, exp

lore

oth

er c

usto

ms

and

tradi

tions

ass

ocia

ted

with

boa

t des

ign,

con

stru

ctio

n, a

nd

saili

ng. D

escr

ibe

the

diffe

ring

pers

pect

ives

abo

ut w

hat

mat

ters

mos

t?

Furt

her

reso

urce

s

How

e, K

. (20

07).

Vaka

Moa

na: v

oyag

es o

f the

an

cest

ors.

Auc

klan

d, N

ew Z

eala

nd: D

avid

Ba

tem

an L

td.

Addi

tiona

l res

ourc

es c

an a

lso b

e fo

und

on th

e in

tera

ctiv

e re

sour

ce T

he C

anoe

Is th

e Pe

ople

(CD

-RO

M

or o

nlin

e).

str

An

d b

: cA

nO

e b

uiL

din

g A

nd

sA

iLin

g –

Le

ss

On

3.3

. sA

iLin

g A

cA

nO

e: c

An

Oe

s O

F th

e P

Ac

iFic

Stu

dy G

uide



103

further actIvItIes


Correctly label drawings, diagrams or photographs.

Correctly label drawings, diagrams or photographs.

Draw diagrams and construct a poster for classroom display

Invite a local canoe builder to give a talk about the selection of materials

Collect materials and weave a small section of sail

Collect materials and make a short section of rope

Write an article for a newspaper

Listen to an explanation given by the teacher.

Produce an information leaflet. Demonstrate using models made in industrial arts.

Sub topic

1.1. Types

1.2. Pacific Island Canoes

2.1. Canoe Materials and parts

2.2. Preparations for Canoe Building

3.1. Tacking and Shunting

3.2. Balance

3.3. Canoes of the Pacific

topic

1. Boats and Canoes

2. Canoe Building

3. Sailing a Canoe

strAnd b: cAnOe buiLding And sAiLing



104




School:................................................................................. Date:.......................






strAnd b: cAnOe buiLding And sAiLing










Any other comments:



106


Assignment


107

Strand C: Becoming a Navigator and Navigation

Source: Oliver, D. L. (1989). p.367

A sailing raft (Lakatoi) from the Gulf of Papua



108



1. Introduction to Pacific Navigation

1.1. Non-Instrument Navigation or Wayfinding.

1.1.1. Explain the main differences between Pacific Island and Western methods of navigation.


English

1.1.2. Explain the similarities and differences between Polynesian and Micronesian methods of navigation.


1.1.3. Explain the significance of ritual, spiritual and secret knowledge such as Aruruwow.


2. Becoming a Navigator

2.1. Ways of Learning and Remembering.

2.1.1. Describe and explain the experiences and procedures for becoming a navigator in their country/island.


English

2.1.2. Explain the significance of poetry, songs and chants in memorizing and recording knowledge about navigation.


English

2.1.3. Demonstrate expertise at performing traditional songs and chants.


English

2.1.4. Explain the procedure for becoming a navigator in at least one other Pacific Island country.


English

2.2. Initiation and Rank

2.2.1. Explain the importance of initiation and rank in becoming a navigator in their country.


English

2.2.2. Describe and explain the pwo ceremony in the Caroline Islands.


English

2.3. The Role of the Navigator

2.3.1. Explain the significance of knowledge, respect, patience and modesty in becoming a navigator.


English

2.3.2. Explain the part played by women in traditional navigation.


English

2.4. Indigenous Navigators and Master Canoe Builders

2.4.1. Name and discuss historical and contemporary navigators and canoe builders.


History

English

strAnd c: becOming A nAvigAtOr And nAvigAtiOn – curricuLum FrAmeWOrk



109



3. Navigation 3.1. Preparing and Starting Out

3.1.1. Explain examples of rituals and procedures which must be carried out before a voyage.


English

3.1.2. Describe the different types of traditional foods used on voyages.


Maths

3.1.3. Estimate the amount of provisions needed for a voyaging canoe and its crew.


Science

3.1.4. Explain the important part played by knowledge of: weather and cloud formations, seasons, time of day, back sighting.

Science

3.2. Steering by the Stars

3.2.1. Describe and explain the use of: star compass, sidereal compass, star paths, star pits, zenith star, pole charts, navigation stones, stone canoe.

Science


3.3. Steering by the Sea

3.3.1. Describe and explain the use of: ocean swells, ocean currents, depth and colour of the ocean, stick charts, sea marks.

Science


3.4. Steering by the Sun and Wind

3.4.1. Describe and explain the limitations of using the sun for course setting and checking.

Science


3.4.2. Describe and explain the use of: trade winds, wind compass.

Science/Geography


3.5. Knowing and Adjusting Position

3.5.1. Describe and explain procedures for dead reckoning, estimating position, estimating speed, estimating leeway, reading currents.

Maths /Geography


3.5.2. Describe and explain an example of using stars to estimate position: the etak system.

Science


3.5.3. Compare and contrast the etak system with other non-instrument methods of estimating position.

Science


3.6. Finding Land 3.6.1. Describe and explain the use of sealife inventories, birds, interrupted swells, clouds, deep phosphorescence, sounds and smells, temperature variations.

Science



task


110


strAnd c: becOming A nAvigAtOr And nAvigAtiOn – mArking scheme


1.1.1 Explain the main differences between Pacific Island and Western methods of navigation.

1.1.2 Explain the similarities and differences between Polynesian and Micronesian methods of navigation.

1.1.3 Explain the significance of ritual, spiritual and secret knowledge such as Aruruwow.

2.1.1. Describe and explain the experiences and procedures for becoming a navigator in their country/island.

2.1.2. Explain the significance of poetry, songs and chants in memorizing and recording knowledge about navigation.

2.1.3. Demonstrate expertise at performing traditional songs and chants.

2.1.4. Explain the procedure for becoming a navigator in at least one other Pacific Island country.


Assignment


111


2.2.1. Explain the importance of initiation and rank in becoming a Navigator in their own country.

2.2.2. Describe and explain the pwo ceremony in the Caroline Islands.

2.3.1. Explain the significance of knowledge, respect, patience and modesty in becoming a navigator.

2.3.2. Explain the part played by women in traditional navigation.

2.4.1. Name and discuss historical and contemporary navigators and canoe builders.

3.1.1. Explain the rituals and procedures which must be carried out before a voyage.

3.1.2 Estimate the amount of provisions needed for a voyaging canoe and its crew.

3.1.3 Explain the important part played by knowledge of: weather and cloud formations, seasons, time of day, back sighting.

3.1.4. Explain the important part played by knowledge of: weather and cloud formations, seasons, time of day, back sighting.



112

3.2.1. Describe and explain the use of: star compass, sidereal compass, star paths, star pits, zenith star, pole charts, navigation stones, stone canoe.

3.3.1. Describe and explain the use of: ocean swell, ocean currents, depth and colour of the ocean, stick charts.

3.4.1. Describe and explain the limitations of using the sun for course setting and checking.

3.4.2. Describe and explain the use of: trade winds, wind compass

3.5.1. Describe and explain procedures for: dead reckoning, estimating position, speed and leeway, reading currents.

3.5.2. Describe and explain an example of using stars to estimate position: the etak system.

3.5.3 Compare and contrast the etak system with other non-instrument methods of estimating position.

3.6.1. Describe and explain the use of: sealift, sealift inventories, birds, interrupted swells, clouds, deep phosphorescence, sounds and smells, temperature variations.


strAnd c: becOming A nAvigAtOr And nAvigAtiOn – mArking scheme (cOntd.)




Sugg

estio

ns fo

r C

urri

culu

m E

ntry

Poi

nts

Soci

al/C

ultu

ral S

tudi

es

Soci

al/C

ultu

ral S

tudi

es

Soci

al/C

ultu

ral S

tudi

es

Revi

ew a

nd c

onso

lidat

e le

arni

ng.

Lear

ning

exp

erie

nces

Verb

al e

xpla

natio

n Q

uest

ions

& a

nsw

ers

Expo

sitio

n an

d ex

plan

atio

n Q

uest

ions

& a

nsw

ers

Gue

st s

peak

er

Wor

king

with

Lea

rner

’s T

ext

Cla

ss a

ctiv

ity: c

ompi

le a

list

of t

he m

ain

diffe

renc

es b

etw

een

inst

rum

ent a

nd n

on-

inst

rum

ent n

avig

atio

n As

signm

ent C

1.1:

writ

e a

200-

wor

d es

say

desc

ribin

g th

e m

ain

diffe

renc

es

or

Rese

arch

pro

ject

– g

roup

wor

k: in

gro

ups

of th

ree,

co

mpl

ete

a re

sear

ch p

roje

ct o

n ‘T

he m

etho

ds o

f tra

ditio

nal n

avig

atio

n in

the

Paci

fic: A

com

paris

on

with

mod

ern

inst

rum

ent-b

ased

met

hods

’

Expo

sitio

n an

d ex

plan

atio

n Q

uest

ions

& a

nsw

ers

Gue

st s

peak

er

Expo

sitio

n an

d ex

plan

atio

n Q

uest

ions

& a

nsw

ers

Sum

mar

y of

con

tent

Q

uest

ions

& a

nsw

ers

Lear

ning

res

ourc

es

Lear

ner’s

Tex

t (pp

.7–8

and

p.2

7)

Inte

ract

ive

reso

urce

(The

Can

oe Is

th

e Pe

ople

CD

-RO

M o

r web

site)

: N

avig

atin

g Le

arne

r’s T

ext (

p.27

) In

tera

ctiv

e re

sour

ce: N

avig

atin

g

Lear

ner’s

Tex

t (pp

.27–

29)

Inte

ract

ive

reso

urce

: Nav

igat

ing

Blac

klin

e M

aste

r Ass

ignm

ent C

1.1

Lear

ner’s

Tex

t (p.

29–3

0)

Inte

ract

ive

reso

urce

: Nav

igat

ing

Obj

ectiv

esLe

arne

rs w

ill b

e ab

le to

:

Und

erst

andi

ng th

e re

ason

s fo

r stu

dyin

g th

e su

bjec

t are

a an

d St

rand

C.

1.1.

1. E

xpla

in th

e m

ain

diffe

renc

es

betw

een

Paci

fic Is

land

and

Wes

tern

m

etho

ds o

f nav

igat

ion.

1.1.

2. E

xpla

in th

e sim

ilarit

ies

and

diffe

renc

es b

etw

een

Poly

nesia

n an

d M

icro

nesia

n m

etho

ds o

f nav

igat

ion.

1.1.

3. E

xpla

in th

e sig

nific

ance

of r

itual

, sp

iritu

al a

nd s

ecre

t kno

wle

dge

such

as

Arur

uwow

.

Reca

p an

d su

mm

ary

of s

ub to

pic.

str

An

d c

: be

cO

min

g A

nA

vig

AtO

r A

nd

nA

vig

Ati

On

Less

on 1

.1. I

ntro

duct

ion

to P

acifi

c N

avig

atio

n: N

on-I

nstr

umen

t Nav

igat

ion

or W

ayfin

ding



Feat

ures

of t

his

less

on

Purp

ose,

sup

port

s an

d ch

alle

nges

in th

e le

sson

This

less

on in

trodu

ces

an 1

1-le

sson

stu

dy o

f Pac

ific

Nav

igat

ion.

In L

esso

n 1,

stu

dent

s lo

ok a

t sim

ilarit

ies

betw

een

Paci

fic a

nd o

ther

met

hods

of n

avig

atio

n.

Stud

ents

will

ben

efit

from

incr

ease

d aw

aren

ess

and

appr

ecia

tion

of lo

cal a

nd re

gion

al s

yste

ms.

Som

e m

ay

be c

halle

nged

by

the

need

to c

ompa

re a

nd c

ontra

st

Paci

fic s

yste

ms

with

oth

ers

and

find

rela

tive

valu

e in

all.

Intr

oduc

ing

the

less

on

Link

s to

stu

dent

s’ p

rior

kno

wle

dge,

and

voc

abul

ary

Voca

bula

ry: n

avig

atio

n, te

chno

logy

, ski

lls, k

now

ledg

e.

Shar

e w

ith th

e st

uden

ts th

e le

arni

ng g

oals

for t

his

less

on

– to

be

able

to e

xpla

in th

e m

ain

diffe

renc

es b

etw

een

Paci

fic a

nd W

este

rn, P

olyn

esia

n an

d M

icro

nesia

n m

etho

ds o

f nav

igat

ion;

and

to b

e ab

le to

exp

lain

the

rele

vanc

e of

ritu

al a

nd s

ecre

t kno

wle

dge

to P

acifi

c na

viga

tion.

Def

ine

key

voca

bula

ry. I

ncre

ase

awar

enes

s of

und

erst

andi

ngs

of ‘s

kills

’ and

‘kno

wle

dge’

, and

the

abili

ty to

iden

tify

tech

nolo

gy in

nav

igat

ion

met

hods

. H

elp

the

stud

ents

to li

nk th

ese

conc

epts

to p

ast

expe

rienc

es o

f the

ir ow

n. In

trodu

ce th

e m

ater

ial i

n th

e Le

arne

r’s T

ext (

‘Wha

t is

indi

geno

us n

avig

atio

n?)

and

inte

ract

ive

reso

urce

. Fac

ilita

te e

xplo

ratio

n of

thes

e m

ater

ials

to d

evel

op q

uest

ions

to a

sk a

gue

st s

peak

er.

Dis

cuss

ion

Sam

ple

ques

tions

to p

rom

ote

criti

cal t

hink

ing

and

link

to th

e pu

rpos

e

Wha

t are

the

diffe

renc

es b

etw

een

Paci

fic a

nd W

este

rn

navi

gatio

n m

etho

ds?

And

Poly

nesia

n an

d M

icro

nesia

n m

etho

ds?

Wha

t nat

ural

sig

ns a

re u

sed

by tr

aditi

onal

Pac

ific

navi

gato

rs?

Whe

n an

d ho

w d

o yo

u th

ink

thes

e sig

ns w

ere

used

?

Wha

t nav

igat

iona

l ski

lls a

nd k

now

ledg

e ha

ve tr

aditi

onal

ly

been

of g

reat

val

ue to

Pac

ific

peop

les?

Teac

hing

to h

elp

stud

ents

lear

n

Opp

ortu

nitie

s fo

r fe

edba

ck

To h

elp

the

stud

ents

sel

f-ass

ess

thei

r lea

rnin

g pr

ogre

ss

a ch

eckl

ist o

f all

lear

ning

obj

ectiv

es fo

r Stra

nd C

: Be

com

ing

a N

avig

ator

and

Nav

igat

ion

coul

d be

pr

epar

ed. A

long

side

each

obj

ectiv

e in

sert

a ra

ting

scal

e (0

: I h

ave

no u

nder

stan

ding

of t

his

area

; 3: I

hav

e so

me

unde

rsta

ndin

g of

this

area

; 5: I

und

erst

and

this

area

ve

ry w

ell).

At t

he s

tart

of th

e se

ries

of S

trand

C le

sson

s st

uden

ts c

ould

com

plet

e th

e ra

ting

scal

es. A

ltern

ativ

ely

they

mig

ht c

ompl

ete

ratin

g sc

ales

pro

gres

sivel

y as

the

serie

s co

ntin

ues.

At t

he c

oncl

usio

n of

eith

er th

e le

sson

or

the

serie

s th

e st

uden

ts c

ompl

ete

a ne

w c

opy

of th

e sa

me

chec

klist

, the

n co

mpa

re th

eir r

espo

nses

. A fi

nal s

elf-

asse

ssm

ent o

f lea

rnin

g ca

n th

en b

e m

ade.

Stud

ents

cou

ld a

lso c

ircle

an

obje

ctiv

e th

at e

spec

ially

in

tere

sts

them

, to

signa

l int

eres

t and

mot

ivat

ion

to th

e te

ache

r.

Mor

e in

form

atio

n ab

out e

xper

t tea

chin

g m

etho

ds c

an

be fo

und

in th

e se

ctio

n W

hat h

elps

Pac

ific

stud

ents

lear

n (p

.28)

Con

nect

ing

with

the

com

mun

ity

Whe

re p

ossib

le in

volv

e lo

cal t

radi

tiona

l nav

igat

ion

expe

rts in

the

shar

ing

of s

torie

s ab

out n

avig

atio

n, a

nd

resp

ondi

ng to

the

stud

ents

’ que

stio

ns.

See

also

the

sect

ion

How

teac

hers

can

link

com

mun

ity

know

ledg

e w

ith th

e cl

assr

oom

.

Whe

re to

nex

t?

Usin

g a

rang

e of

sou

rces

(onl

ine,

har

dcop

y, c

omm

unity

) ga

ther

info

rmat

ion

abou

t oce

an s

wel

ls, c

urre

nts,

win

ds,

reef

s, p

hosp

here

senc

e, s

tars

in th

e lo

cal a

rea.

Sha

re th

is in

form

atio

n w

ith th

e cl

ass.

Usin

g ev

iden

ce fr

om a

rang

e of

sou

rces

exp

lain

way

s in

w

hich

tech

nolo

gica

l cha

nges

hav

e af

fect

ed th

e w

ays

in

whi

ch p

eopl

e m

aint

ain

and

pass

on

thei

r her

itage

.

Furt

her

reso

urce

s

How

e, K

. (20

07).

Vaka

Moa

na: v

oyag

es o

f the

an

cest

ors.

Auc

klan

d, N

ew Z

eala

nd: D

avid

Ba

tem

an L

td.

Addi

tiona

l res

ourc

es c

an a

lso b

e fo

und

on th

e in

tera

ctiv

e re

sour

ce T

he C

anoe

Is th

e Pe

ople

(CD

-RO

M

or o

nlin

e).

str

An

d c

: be

cO

min

g A

nA

vig

AtO

r A

nd

nA

vig

Ati

On

– L

es

sO

n 1

.1. i

ntr

Od

uc

tiO

n t

O P

Ac

iFic

nA

vig

Ati

On

: nO

n-i

ns

tru

me

nt

nA

vig

Ati

On

Or

WA

YFi

nd

ing

Stu

dy G

uide



115

strAnd c: becOming A nAvigAtOr And nAvigAtiOn – LessOn 1.1. intrOductiOn tO PAciFic nAvigAtiOn: nOn-instrument nAvigAtiOn Or WAYFinding

Assignment c1.1

Write a 200 word essay to describe the main differences between instrument and non-instrument navigation.



116



Sugg

estio

ns fo

r C

urri

culu

m E

ntry

Poi

nts

Soci

al/C

ultu

ral S

tudi

es

Engl

ish/

Dra

ma

Soci

al/C

ultu

ral S

tudi

es

Engl

ish

Soci

al/C

ultu

ral S

tudi

es

Engl

ish

Soci

al/C

ultu

ral S

tudi

es

Engl

ish

Revi

ew a

nd c

onso

lidat

e le

arni

ng

Lear

ning

exp

erie

nces

Expo

sitio

n Q

uest

ions

& a

nsw

ers

Gue

st s

peak

er (c

ould

be

com

bine

d w

ith

less

on s

ub to

pic

2.2)

G

roup

wor

k: in

gro

ups

of fo

ur, p

repa

re a

nd

pres

ent t

o th

e cl

ass

a 10

min

ute

dram

a or

sk

it to

dem

onst

rate

the

proc

edur

es

Expo

sitio

n Q

uest

ions

& a

nsw

ers

Expo

sitio

n Pa

ir w

ork:

Ass

ignm

ent C

2.1:

find

or c

ompo

se

and

reci

te a

poe

m, s

ong

or c

hant

to th

e cl

ass

Opt

iona

l: ba

sed

on th

e pa

ir w

ork,

org

anise

a

com

petit

ion

with

in o

r bet

wee

n cl

asse

s Ex

posit

ion

and

expl

anat

ion

Que

stio

ns &

ans

wer

s

Sum

mar

y of

con

tent

Q

uest

ions

& a

nsw

ers

Lear

ning

res

ourc

es

Lear

ner’s

Tex

t (pp

.28–

29)

Lear

ner’s

ow

n re

sear

ch in

fam

ily a

nd

com

mun

ity

Loca

l poe

try, s

ongs

and

cha

nts

Blac

klin

e M

aste

r Ass

ignm

ent C

2.1

Lear

ner’s

Tex

t (pp

.28–

29)

Inte

ract

ive

reso

urce

(The

Can

oe Is

the

Peop

le

CD

-RO

M o

r web

site)

: Bec

omin

g a

Nav

igat

or

Obj

ectiv

esLe

arne

rs w

ill b

e ab

le to

:

Reca

ll an

d re

view

lear

ning

in

prev

ious

cla

ss.

2.1.

1. D

escr

ibe

and

expl

ain

the

expe

rienc

es a

nd p

roce

dure

s fo

r be

com

ing

a na

viga

tor i

n th

eir

coun

try/is

land

.

2.1.

2. E

xpla

in th

e sig

nific

ance

of

poe

try, s

ongs

and

cha

nts

in m

emor

izin

g an

d re

cord

ing

know

ledg

e ab

out n

avig

atio

n.

2.1.

3. D

emon

stra

te e

xper

tise

at

perfo

rmin

g tra

ditio

nal p

oetry

, son

gs

and

chan

ts.

2.1.

4. E

xpla

in th

e pr

oced

ure

for

beco

min

g a

navi

gato

r in

at le

ast o

ne

othe

r Pac

ific

Isla

nd c

ount

ry.

Reca

p an

d su

mm

ary

of s

ub to

pic.

str

An

d c

: be

cO

min

g A

nA

vig

AtO

r A

nd

nA

vig

Ati

On

Less

on 2

.1. B

ecom

ing

a N

avig

ator

: Way

s of

Lea

rnin

g an

d Re

mem

beri

ng



Feat

ures

of t

his

less

on

Purp

ose,

sup

port

s an

d ch

alle

nges

in th

e le

sson

Thro

ugh

this

less

on s

tude

nts

will

be

able

to d

emon

stra

te

som

e un

ders

tand

ing

of w

hat i

s in

volv

ed in

bec

omin

g a

navi

gato

r; u

sing

role

pla

y, c

hant

s, s

ong,

exp

ositi

on.

A w

ider

obj

ectiv

e is

that

stu

dent

s w

ill d

evel

op p

ride

in th

eir o

wn

herit

age,

cul

ture

, lan

guag

e an

d ar

tistic

ex

pres

sion

and

a be

lief i

n th

eir p

rese

rvat

ion,

pro

mot

ion

and

mai

nten

ance

. A n

eces

sary

cha

lleng

e is

that

the

dept

h of

kno

wle

dge

expl

ored

in th

e sc

hool

set

ting

abou

t the

pro

cedu

res

may

be

limite

d ou

t of r

espe

ct to

lo

cal c

omm

unity

wish

es.

Intr

oduc

ing

the

less

on

Link

s to

stu

dent

s’ p

rior

kno

wle

dge

and

voca

bula

ry

Voca

bula

ry: o

bser

vatio

n, m

emor

y, m

ana.

Shar

e w

ith th

e st

uden

ts th

e le

arni

ng g

oals

for t

his

less

on –

to d

escr

ibe

and

expl

ain

the

expe

rienc

es a

nd

proc

edur

es fo

r bec

omin

g a

navi

gato

r in

thei

r ow

n co

untry

and

at l

east

one

oth

er P

acifi

c co

untry

.

Ask

the

stud

ents

abo

ut e

xper

ienc

es th

ey h

ave

had

usin

g a

cano

e an

d fin

ding

thei

r way

from

one

pla

ce to

an

othe

r. Id

entif

y th

e na

viga

tiona

l ski

lls th

ey h

ave

used

. In

trodu

ce th

e m

ater

ial i

n th

e Le

arne

r’s T

ext (

‘’Bec

omin

g a

navi

gato

r’) a

nd in

tera

ctiv

e re

sour

ce. F

acili

tate

ex

plor

atio

n of

thes

e m

ater

ials

and

shar

ing

of fi

ndin

gs

in g

roup

s.

Dis

cuss

ion

Sam

ple

ques

tions

to p

rom

ote

criti

cal t

hink

ing

and

link

to th

e pu

rpos

e

- H

ow d

id y

oung

peo

ple

lear

n ab

out n

avig

atio

n?

- H

ow d

o th

ey le

arn

abou

t nav

igat

ion

toda

y?

- W

hat t

radi

tiona

l poe

try, s

ongs

and

cha

nts

are

used

to re

cord

info

rmat

ion

abou

t nav

igat

ion?

- H

ow is

trad

ition

al n

avig

atio

n kn

owle

dge

prot

ecte

d? W

hy a

re th

e rit

uals

impo

rtant

?

- W

hat w

as a

nd is

the

role

of w

omen

and

girl

s in

na

viga

tion?

Teac

hing

to h

elp

stud

ents

lear

n

Opp

ortu

nitie

s fo

r fe

edba

ck

Hav

ing

com

plet

ed d

iffer

ent t

asks

usin

g a

rang

e of

mod

es

to d

emon

stra

te u

nder

stan

ding

wor

k w

ith in

divi

dual

st

uden

ts to

gat

her a

nd g

ive

feed

back

:

One

to o

ne w

ith a

stu

dent

:

- St

uden

t cho

oses

‘bes

t’ pi

eces

and

say

s w

hat

s/he

like

s m

ost a

nd le

ast.

- Te

ache

r doe

s th

e sa

me,

cho

osin

g ke

y cr

iteria

, ac

cord

ing

to th

e su

bsta

nce

of th

e w

ork.

- D

iscus

s di

ffere

nces

in te

ache

rs’ a

nd s

tude

nt’s

pe

rcep

tion

(met

acog

nitiv

e re

flect

ion)

ge

nera

lisat

ion

of k

now

ledg

e an

d sk

ills

to o

ther

ac

tiviti

es.

Mor

e in

form

atio

n ab

out e

xper

t tea

chin

g m

etho

ds c

an

be fo

und

in th

e se

ctio

n W

hat h

elps

Pac

ific

stud

ents

lear

n (p

.28)

Con

nect

ing

with

the

com

mun

ity

Seek

the

invo

lvem

ent o

f mas

ter n

avig

ator

s an

d co

mm

unity

lead

ers

abou

t the

sco

pe o

f thi

s se

ries

of

less

ons

and

wha

t bes

t bel

ongs

in c

omm

unity

lear

ning

se

tting

s or

sch

ool s

ettin

gs. W

here

pos

sible

invo

lve

loca

l ex

perts

in th

e sh

arin

g of

info

rmat

ion

and

enab

ling

stud

ents

to le

arn

how

to re

ceiv

e kn

owle

dge

resp

ectfu

lly

as a

taon

ga (t

e re

o M

aori:

trea

sure

).

Whe

re to

nex

t?

Usin

g a

rang

e of

sou

rces

, exp

lore

the

role

of

obse

rvat

ion

and

mem

ory

to e

nhan

ce le

arni

ng. S

hare

fin

ding

s w

ith th

e cl

ass

thro

ugh

a po

ster

.

Furt

her

reso

urce

s

How

e, K

. (20

07).

Vaka

Moa

na: v

oyag

es o

f the

an

cest

ors.

Auc

klan

d, N

ew Z

eala

nd: D

avid

Ba

tem

an L

td.

Addi

tiona

l res

ourc

es c

an a

lso b

e fo

und

on th

e in

tera

ctiv

e re

sour

ce T

he C

anoe

Is th

e Pe

ople

(CD

-RO

M

or o

nlin

e).

str

An

d c

: be

cO

min

g A

nA

vig

AtO

r A

nd

nA

vig

Ati

On

– L

es

sO

n 2

.1. b

ec

Om

ing

A n

Av

igA

tOr

: WA

Ys

OF

LeA

rn

ing

An

d r

em

em

be

rin

g

Stu

dy G

uide



119

strAnd c: becOming A nAvigAtOr And nAvigAtiOn – LessOn 2.1. becOming A nAvigAtOr: WAYs OF LeArning And remembering

Assignement c2.1

Find or compose a poem, chant or song about navigating a canoe and recite or sing it to your teachers and classmates.



120



Sugg

estio

ns fo

r C

urri

culu

m E

ntry

Poi

nts

Soci

al/C

ultu

ral S

tudi

es

Engl

ish

Soci

al/C

ultu

ral S

tudi

es

Engl

ish

Revi

ew a

nd c

onso

lidat

e le

arni

ng

Lear

ning

exp

erie

nces

Expo

sitio

n Q

uest

ion

and

answ

ers

Gue

st s

peak

er (c

ould

be

com

bine

d w

ith

less

on s

ub to

pic

2.1)

an

d/or

Ex

posit

ion

and

expl

anat

ion

by th

e te

ache

r G

roup

wor

k: c

ompo

se a

lette

r to

than

k th

e gu

est s

peak

er

Expo

sitio

n an

d ex

plan

atio

n In

divi

dual

wor

k: w

rite

a sh

ort s

umm

ary

of

the

pwo

cere

mon

y

Sum

mar

y of

con

tent

Q

uest

ions

& a

nsw

ers

Lear

ning

res

ourc

es

Lear

ner’s

Tex

t (p.

30)

Inte

ract

ive

reso

urce

(The

Can

oe Is

the

Peop

le

CD-R

OM

or w

ebsit

e): B

ecom

ing

a N

avig

ator

–

Initi

atio

n an

d Ra

nk

Inte

ract

ive

reso

urce

: Bec

omin

g a

Nav

igat

or

– In

itiat

ion

and

Rank

Obj

ectiv

esLe

arne

rs w

ill b

e ab

le to

:

Reca

ll an

d re

view

lear

ning

in p

revi

ous

clas

s.

2.2.

1. E

xpla

in th

e im

porta

nce

of

initi

atio

n an

d ra

nk in

bec

omin

g a

navi

gato

r in

thei

r cou

ntry

.

2.2.

2. D

escr

ibe

and

expl

ain

the

pwo

cere

mon

y in

the

Car

olin

e Is

land

s.

Reca

p an

d su

mm

ary

of s

ub to

pic.

str

An

d c

: be

cO

min

g A

nA

vig

AtO

r A

nd

nA

vig

Ati

On

Less

on 2

.2. B

ecom

ing

a N

avig

ator

: Ini

tiatio

n an

d Ra

nk



Feat

ures

of t

his

less

on

Purp

ose,

sup

port

s an

d ch

alle

nges

in th

e le

sson

Thro

ugh

this

less

on s

tude

nts

will

furth

er d

evel

op

unde

rsta

ndin

g of

wha

t is

invo

lved

in b

ecom

ing

a na

viga

tor.

A w

ider

obj

ectiv

e is

that

stu

dent

s w

ill

unde

rsta

nd a

nd v

alue

trad

ition

al m

etho

ds o

f bec

omin

g a

navi

gato

r.

A n

eces

sary

cha

lleng

e re

mai

ns th

at o

f how

muc

h kn

owle

dge

will

be

able

to b

e ex

plor

ed in

the

scho

ol

setti

ng a

bout

the

proc

edur

es.

Intr

oduc

ing

the

less

on

Link

s to

stu

dent

s’ p

rior

kno

wle

dge

and

voca

bula

ry

Voca

bula

ry: p

wo

cere

mon

y, C

arol

ine

Isla

nds.

Shar

e w

ith th

e st

uden

ts th

e le

arni

ng g

oals

for t

his

less

on

– to

be

able

to e

xpla

in th

e im

porta

nt o

f ini

tiatio

n an

d ra

nk in

bec

omin

g a

navi

gato

r in

thei

r ow

n co

untry

; and

to

be

able

to d

escr

ibe

and

expl

ain

the

pwo

cere

mon

y in

the

Car

olin

e Is

land

s. H

elp

the

stud

ents

to id

entif

y de

man

ding

exp

erie

nces

they

hav

e ha

d w

hich

hav

e he

lped

them

mee

t a g

oal.

Link

this

with

the

chal

leng

es

of le

arni

ng to

be

a na

viga

tor.

Intro

duce

the

mat

eria

l in

the

Lear

ner’s

Tex

t (‘B

ecom

ing

a na

viga

tor’)

and

in

tera

ctiv

e re

sour

ce. F

acili

tate

exp

lora

tion

of th

ese

mat

eria

ls fo

r 15

min

utes

and

pre

para

tion

of q

uest

ions

fo

r a g

uest

spe

aker

.

Dis

cuss

ion

Sam

ple

ques

tions

to p

rom

ote

criti

cal t

hink

ing

and

link

to th

e pu

rpos

e

How

was

kno

wle

dge

pass

ed d

own?

How

and

why

was

it

prot

ecte

d?

How

wer

e st

uden

ts o

f nav

igat

ion

help

ed to

rem

embe

r th

eir l

esso

ns?

Teac

hing

to h

elp

stud

ents

lear

n

Usi

ng fe

edba

ck

At t

his

stag

e in

the

serie

s of

less

ons

chec

k in

with

you

r ow

n te

achi

ng s

kills

to s

ee if

you

are

usin

g fe

edba

ck in

a

form

ativ

e w

ay to

enh

ance

stu

dent

lear

ning

:

•Howwelldoyou:

- Sh

are

lear

ning

goa

ls w

ith s

tude

nts?

- In

volv

e st

uden

ts in

sel

f ass

essm

ent?

- Pr

ovid

e tim

ely

focu

sed

feed

back

?

•Doyouhaveconfidencethateverystudentinyour

clas

s ca

n im

prov

e?

Take

tim

e to

thin

k ab

out s

ome

of th

e th

ings

that

pre

vent

us

from

ass

essin

g in

a fo

rmat

ive

man

ner;

and

cha

nges

we

coul

d m

ake

to o

ur p

ract

ices

so

that

feed

back

is u

sed

in a

dy

nam

ic, o

ngoi

ng m

anne

r.

Mor

e in

form

atio

n ab

out e

xper

t tea

chin

g m

etho

ds c

an

be fo

und

in th

e se

ctio

n W

hat h

elps

Pac

ific

stud

ents

lear

n (p

.28)

Con

nect

ing

with

the

com

mun

ity

Whe

re p

ossib

le in

volv

e lo

cal t

radi

tiona

l nav

igat

ion

expe

rts in

the

shar

ing

of s

torie

s ab

out b

ecom

ing

a na

viga

tor.

See

also

the

sect

ion

How

teac

hers

can

link

com

mun

ity

know

ledg

e w

ith th

e cl

assr

oom

.

Whe

re to

nex

t?

Con

sider

the

chal

leng

es o

f lea

rnin

g to

bec

ome

a na

viga

tor a

nd h

ow d

iffer

ent p

eopl

e re

act t

o su

cces

s or

fa

ilure

in th

is ch

alle

nge.

Hav

ing

rese

arch

ed a

ccou

nts

of s

ucce

ss a

nd fa

ilure

in re

achi

ng g

oals,

wha

t adv

ice

can

you

prov

ide

abou

t how

to c

ope

with

cha

lleng

ing

lear

ning

situ

atio

ns.

Furt

her

reso

urce

s

How

e, K

. (20

07).

Vaka

Moa

na: v

oyag

es o

f the

an

cest

ors.

Auc

klan

d, N

ew Z

eala

nd: D

avid

Ba

tem

an L

td.

Addi

tiona

l res

ourc

es c

an a

lso b

e fo

und

on th

e in

tera

ctiv

e re

sour

ce T

he C

anoe

Is th

e Pe

ople

(CD

-RO

M

or o

nlin

e).

str

An

d c

: be

cO

min

g A

nA

vig

AtO

r A

nd

nA

vig

Ati

On

– L

es

sO

n 2

.2. b

ec

Om

ing

A n

Av

igA

tOr

: in

itiA

tiO

n A

nd

rA

nk

Stu

dy G

uide



Sugg

estio

ns fo

r C

urri

culu

m E

ntry

Poi

nts

Soci

al/C

ultu

ral S

tudi

es

Engl

ish

Soci

al/C

ultu

ral S

tudi

es

Engl

ish

Revi

ew a

nd c

onso

lidat

e le

arni

ng

Lear

ning

exp

erie

nces

Expo

sitio

n Q

uest

ion

and

answ

ers

Expo

sitio

n Q

uest

ions

& a

nsw

ers

Pair

wor

k/in

divi

dual

hom

ewor

k: s

tart

wor

king

on

a tw

o-pa

ge le

afle

t for

visi

tors

to y

our c

ount

ry e

xpla

inin

g (to

be

cont

inue

d an

d co

mpl

emen

ted

in s

ectio

n 2.

3.2)

•therole,rankandstatusofnavigatorsinyourcountry

•theimportanceofknowledge,respect,patienceand

mod

esty

in b

ecom

ing

a na

viga

tor

Expo

sitio

n

Que

stio

ns &

ans

wer

s Pa

ir w

ork/

indi

vidu

al h

omew

ork:

fini

sh w

orki

ng o

n a

two-

page

leaf

let f

or v

isito

rs to

you

r cou

ntry

exp

lain

ing

•thepartplayedbywomenintraditionalnavigationin

yo

ur c

ount

ry

Sum

mar

y of

con

tent

Que

stio

ns &

ans

wer

s

Lear

ning

res

ourc

es

Lear

ner’s

Tex

t (pp

.28–

29)

Inte

ract

ive

reso

urce

(The

C

anoe

Is th

e Pe

ople

CD

-RO

M

or w

ebsit

e): B

ecom

ing

a N

avig

ator

Lear

ner’s

Tex

t (pp

.30–

33)

Inte

ract

ive

reso

urce

: Bec

omin

g a

Nav

igat

or –

Rol

e of

Wom

en

Obj

ectiv

esLe

arne

rs w

ill b

e ab

le to

:

Reca

ll an

d re

view

lear

ning

in

prev

ious

cla

ss.

2.3.

1. E

xpla

in th

e sig

nific

ance

of

know

ledg

e, re

spec

t, pa

tienc

e an

d m

odes

ty in

bec

omin

g a

navi

gato

r.

2.3.

2. E

xpla

in th

e pa

rt pl

ayed

by

wom

en in

trad

ition

al n

avig

atio

n.

Reca

p an

d su

mm

ary

of s

ub to

pics

.

str

An

d c

: be

cO

min

g A

nA

vig

AtO

r A

nd

nA

vig

Ati

On

Less

on 2

.3. B

ecom

ing

a N

avig

ator

: The

Rol

e of

the

Nav

igat

or



Feat

ures

of t

his

less

on

Purp

ose,

sup

port

s an

d ch

alle

nges

in th

e le

sson

Thro

ugh

this

less

on s

tude

nts

will

furth

er d

evel

op

unde

rsta

ndin

g of

wha

t is

invo

lved

in b

ecom

ing

a na

viga

tor.

A w

ider

obj

ectiv

e is

that

stu

dent

s w

ill

unde

rsta

nd a

nd v

alue

trad

ition

al m

etho

ds o

f bec

omin

g a

Nav

igat

or.

Cha

lleng

es in

this

less

on in

clud

e le

arni

ng to

sho

w

patie

nce,

mod

esty

and

resp

ect;

as w

ell a

s op

en

disc

ussio

n ab

out t

he d

iffer

ent a

nd s

hare

d ro

les

of m

ales

an

d fe

mal

es in

soc

iety

.

Intr

oduc

ing

the

less

on

Link

s to

stu

dent

s’ p

rior

kno

wle

dge,

and

voc

abul

ary

Voca

bula

ry: r

espe

ct, p

atie

nce,

mod

esty

, rol

es.

Shar

e w

ith th

e st

uden

ts th

e le

arni

ng g

oals

for t

his

less

on

– to

be

able

to e

xpla

in;

(a) s

igni

fican

ce o

f kno

wle

dge,

resp

ect,

patie

nce

and

mod

esty

in b

ecom

ing

a na

viga

tor;

and

(b) t

he p

art p

laye

d by

wom

en in

trad

ition

al n

avig

atio

n.

Hel

p th

e st

uden

ts to

iden

tify

expe

rienc

es th

ey h

ave

had

whe

re re

spec

tful b

ehav

iour

has

bee

n im

porta

nt,

and

why

. Also

con

sider

tim

es w

hen

mal

es a

nd

fem

ales

hav

e ha

d di

ffere

nt ro

les

and

why

. Con

sider

th

e im

pact

of t

hose

diff

eren

ces

and

the

outc

omes

. In

trodu

ce th

e m

ater

ial i

n th

e Le

arne

r’s T

ext

(Bec

omin

g a

navi

gato

r) an

d In

tera

ctiv

e re

sour

ce.

Faci

litat

e ex

plor

atio

n of

thes

e m

ater

ials

and

sh

arin

g of

find

ings

in g

roup

s.

Dis

cuss

ion

Sam

ple

ques

tions

to p

rom

ote

criti

cal t

hink

ing

and

link

to th

e pu

rpos

e

How

do

we

show

resp

ect,

patie

nce

and

mod

esty

, and

w

hen?

How

are

wom

en a

nd m

en v

alue

d in

trad

ition

al m

etho

ds

of b

ecom

ing

a na

viga

tor?

Teac

hing

to h

elp

stud

ents

lear

n

Usi

ng fe

edba

ck

Usin

g th

e fo

llow

ing

coop

erat

ive

lear

ning

tech

niqu

e ga

ther

info

rmat

ion

and

give

feed

back

to s

tude

nts

on th

eir

achi

evem

ent o

f the

less

on’s

obj

ectiv

es:

Insi

de /

Out

side

Cir

cle:

Tw

o ci

rcle

s fa

cing

eac

h ot

her,

talk

in p

airs

, rot

ate

one

circ

le. C

an b

e us

ed a

s a

stru

ctur

e fo

r:

- in

trodu

ctio

ns, c

lass

bui

ldin

g;

- pe

rson

al n

ews,

sha

ring

expe

rienc

es re

view

ing

wor

k (q

uest

ions

on

card

s or

teac

her c

alls

out).

The

teac

her a

sks

ques

tions

rela

ting

to th

e le

sson

’s

obje

ctiv

es, i

nclu

ding

the

ques

tions

in th

e D

iscus

sion

sect

ion

abov

e, a

nd a

skin

g th

e st

uden

ts to

sha

re w

hat

are

thei

r rem

aini

ng q

uest

ions

at t

he e

nd o

f thi

s le

sson

. In

form

atio

n fro

m th

is fe

edba

ck c

an b

e us

ed to

gui

de

futu

re le

sson

pla

nnin

g .

Mor

e in

form

atio

n ab

out e

xper

t tea

chin

g m

etho

ds c

an

be fo

und

in th

e se

ctio

n W

hat h

elps

Pac

ific

stud

ents

lear

n (p

.28)

Con

nect

ing

with

the

com

mun

ity

Whe

re p

ossib

le in

volv

e lo

cal n

avig

atio

n ex

perts

in th

e sh

arin

g of

sto

ries

invo

lvin

g vi

rtues

, and

also

abo

ut th

e ro

le o

f wom

en in

trad

ition

al n

avig

atio

n.

See

also

the

sect

ion

How

teac

hers

can

link

com

mun

ity

know

ledg

e w

ith th

e cl

assr

oom

.

Whe

re to

nex

t?

Usin

g a

rang

e of

sou

rces

, exp

lore

the

role

of w

omen

an

d gi

rls in

nav

igat

ion,

and

reas

ons

for a

ny d

iffer

ence

s fro

m th

e ro

le o

f men

and

boy

s. S

hare

the

findi

ngs

thro

ugh

a pr

esen

tatio

n to

the

clas

s.

Furt

her

reso

urce

s

How

e, K

. (20

07).

Vaka

Moa

na: v

oyag

es o

f the

an

cest

ors.

Auc

klan

d, N

ew Z

eala

nd: D

avid

Ba

tem

an L

td.

Addi

tiona

l res

ourc

es c

an a

lso b

e fo

und

on th

e in

tera

ctiv

e re

sour

ce T

he C

anoe

Is th

e Pe

ople

(CD

-RO

M

or o

nlin

e).

str

An

d c

: be

cO

min

g A

nA

vig

AtO

r A

nd

nA

vig

Ati

On

– L

es

sO

n 2

.3. b

ec

Om

ing

A n

Av

igA

tOr

: th

e r

OLe

OF

the

nA

vig

AtO

r

Stu

dy G

uide



Sugg

estio

ns fo

r C

urri

culu

m E

ntry

Poi

nts

Soci

al/C

ultu

ral S

tudi

es

His

tory

Engl

ish

Revi

ew a

nd c

onso

lidat

e le

arni

ng

Lear

ning

exp

erie

nces

Expo

sitio

n Q

uest

ioni

ng a

nd a

nsw

ers

Expo

sitio

n Q

uest

ions

& a

nsw

ers

Assig

nmen

t C2.

2: w

rite

a bi

ogra

phy

of a

w

ell-k

now

n na

viga

tor o

r can

oe b

uild

er fr

om

thei

r ow

n co

untry

(to

be c

ompi

led

in a

cla

ss

book

)

Sum

mar

y of

con

tent

Q

uest

ions

& a

nsw

ers

Lear

ning

res

ourc

es

Inte

ract

ive

reso

urce

(The

Can

oe Is

the

Pe

ople

CD

-RO

M o

r web

site)

: Be

com

ing

a N

avig

ator

& N

avig

atin

g

Blac

klin

e M

aste

r Ass

ignm

ent C

.2.2

Obj

ectiv

esLe

arne

rs w

ill b

e ab

le to

:

Reca

ll an

d re

view

lear

ning

in

prev

ious

cla

ss.

2.4.

1. N

ame

and

disc

uss

hist

oric

al a

nd c

onte

mpo

rary

na

viga

tors

and

can

oe b

uild

ers.

Reca

p an

d su

mm

ary

of s

ub to

pic.

str

An

d c

: be

cO

min

g A

nA

vig

AtO

r A

nd

nA

vig

Ati

On

Less

on 2

.4. B

ecom

ing

a N

avig

ator

: Ind

igen

ous

Nav

igat

ors

and

Mas

ter

Can

oe B

uild

ers



Feat

ures

of t

his

less

on

Purp

ose,

sup

port

s an

d ch

alle

nges

in th

e le

sson

Thro

ugh

the

grou

p an

d in

divi

dual

act

iviti

es in

this

less

on

stud

ents

will

com

pile

a c

lass

boo

k of

sho

rt bi

ogra

phic

al

prof

iles

abou

t not

ed h

istor

ical

and

con

tem

pora

ry

navi

gato

rs a

nd c

anoe

bui

lder

s.

Intr

oduc

ing

the

less

on

Link

s to

stu

dent

s’ p

rior

kno

wle

dge,

and

voc

abul

ary

Voca

bula

ry: h

istor

ical

, con

tem

pora

ry, n

avig

ator

s.

Shar

e w

ith th

e st

uden

ts th

e le

arni

ng g

oals

for t

his

less

on –

to b

e ab

le to

nam

e an

d di

scus

s hi

stor

ical

and

co

ntem

pora

ry n

avig

ator

s an

d ca

noe

build

ers.

Exp

lain

th

at th

is w

ill in

volv

e in

divi

dual

and

gro

up w

ork;

the

outc

ome

bein

g a

clas

s bo

ok. W

ork

with

the

clas

s to

id

entif

y ke

y fe

atur

es o

f a u

sefu

l bio

grap

hy. A

gree

on

thes

e as

the

stru

ctur

e to

gui

de re

sear

ch a

nd w

ritin

g.

Poss

ibili

ties

incl

ude:

- na

me,

pla

ce a

nd d

ate

of b

irth,

trib

al

affil

iatio

ns, f

amily

tree

.

- Ex

perie

nces

in b

ecom

ing

a na

viga

tor (

maj

or

lear

ning

eve

nts,

key

teac

hers

, maj

or v

oyag

es).

Dis

cuss

ion

Sam

ple

ques

tions

to p

rom

ote

criti

cal t

hink

ing

and

link

to th

e pu

rpos

e

Nam

e on

e hi

stor

ical

and

one

con

tem

pora

ry in

dige

nous

na

viga

tor f

rom

you

r ow

n co

untry

.

Wha

t can

be

cove

red

in a

sho

rt bi

ogra

phy

so th

at th

e cl

ass

can

lear

n ab

out t

hese

impo

rtant

nav

igat

ors?

Teac

hing

to h

elp

stud

ents

lear

n

Usi

ng fe

edba

ck

Usin

g a

chec

klist

, tha

t pro

vide

s sp

ace

for p

eer s

elf-

asse

ssm

ent a

nd te

ache

r com

men

t, as

k th

e st

uden

ts to

pe

er-a

sses

s le

arni

ng fr

om th

is le

sson

:

- D

id m

y gr

oup

mem

bers

gat

her u

sefu

l in

form

atio

n?

- D

id I

appl

y m

ysel

f wel

l to

the

writ

ing

of a

sho

rt bi

ogra

phic

al o

utlin

e of

one

wel

l kno

w n

avig

ator

fro

m th

eir o

wn

coun

try?

Wha

t did

I fin

d ch

alle

ngin

g? W

hat m

ore

wou

ld I

like

to k

now

?

The

teac

her’s

ass

essm

ent s

houl

d pr

ovid

e in

form

ativ

e fe

edba

ck th

at e

ncou

rage

s de

ep le

arni

ng, p

ositi

ve g

roup

in

tera

ctio

n, a

nd le

arne

r res

ourc

eful

ness

for i

nfor

mat

ion

gath

erin

g an

d gr

oup

parti

cipa

tion.

Mor

e in

form

atio

n ab

out e

xper

t tea

chin

g m

etho

ds c

an

be fo

und

in th

e se

ctio

n W

hat h

elps

Pac

ific

stud

ents

lear

n (p

.28)

Con

nect

ing

with

the

com

mun

ity

Whe

re p

ossib

le in

volv

e lo

cal c

anoe

sai

ling

expe

rts in

th

e sh

arin

g of

sto

ries

invo

lvin

g ba

lanc

e an

d fo

rce.

See

also

the

sect

ion

How

teac

hers

can

link

com

mun

ity

know

ledg

e w

ith th

e cl

assr

oom

.

Whe

re to

nex

t?

Prog

ress

ion

leve

ls

Usin

g a

rang

e of

sou

rces

, exp

lore

the

role

of w

omen

. U

sing

a ra

nge

of s

ourc

es d

evel

op a

set

of s

hort

biog

raph

ies

abou

t nav

igat

ors

from

nat

ions

oth

er th

an

you

own.

Iden

tify

com

mon

cha

ract

erist

ics

and

uniq

ue

ones

acr

oss

natio

ns. D

evel

op e

xpla

natio

ns a

s to

why

th

ese

diffe

renc

e an

d co

mm

onal

ities

mig

ht e

xist

.

Furt

her

reso

urce

s

How

e, K

. (20

07).

Vaka

Moa

na: v

oyag

es o

f the

an

cest

ors.

Auc

klan

d, N

ew Z

eala

nd: D

avid

Ba

tem

an L

td.

Addi

tiona

l res

ourc

es c

an a

lso b

e fo

und

on th

e in

tera

ctiv

e re

sour

ce T

he C

anoe

Is th

e Pe

ople

(CD

-RO

M

or o

nlin

e).

str

An

d c

: be

cO

min

g A

nA

vig

AtO

r A

nd

nA

vig

Ati

On

– L

es

sO

n 2

.4. b

ec

Om

ing

A n

Av

igA

tOr

: in

dig

en

Ou

s n

Av

igA

tOr

s A

nd

mA

ste

r c

An

Oe

bu

iLd

er

s

Stu

dy G

uide



127

strAnd c: becOming A nAvigAtOr And nAvigAtiOn – LessOn LessOn 2.4. becOming A nAvigAtOr: indigenOus nAvigAtOrs And mAster cAnOe buiLders

Assignement c2.2

NAME:

Add a picture of the navigator/canoe builder!

Biography written by:



128



Sugg

estio

ns fo

r C

urri

culu

m E

ntry

Poi

nts

Soci

al/C

ultu

ral S

tudi

es

Engl

ish

Soci

al/C

ultu

ral S

tudi

es

Scie

nce

(p

rese

rvat

ion,

ferm

enta

tion)

Soci

al/C

ultu

ral S

tudi

es

Mat

hs (c

alcu

latio

ns)

Scie

nce

(w

eath

er, s

easo

ns, c

limat

e)

Revi

ew a

nd c

onso

lidat

e le

arni

ng

Lear

ning

exp

erie

nces

Expo

sitio

n Q

uest

ioni

ng a

nd a

nsw

ers

Que

stio

ns &

ans

wer

s G

roup

wor

k: in

gro

ups

of fo

ur, d

iscus

s an

d pl

an

prep

arat

ions

for a

voy

age

Expo

sitio

n an

d ex

plan

atio

n Q

uest

ions

& a

nsw

ers

Brin

g fo

od fr

om h

ome

or p

repa

re to

geth

er

Expo

sitio

n an

d ex

plan

atio

n Q

uest

ions

& a

nsw

ers

Gro

up w

ork:

in g

roup

s of

four

, disc

uss

and

plan

pr

epar

atio

ns fo

r a v

oyag

e an

d w

ork

on A

ssig

nmen

t C

3.1:

cal

cula

ting

prov

ision

s fo

r a v

oyag

e

Expo

sitio

n an

d ex

plan

atio

n Q

uest

ions

& a

nsw

ers

Obs

erve

and

disc

uss

wea

ther

, clo

ud fo

rmat

ions

etc

. ou

tsid

e th

e sc

hool

bui

ldin

g

Sum

mar

y of

con

tent

Q

uest

ions

& a

nsw

ers

Lear

ning

res

ourc

es

Lear

ner’s

Tex

t (pp

.34–

36)

Inte

ract

ive

reso

urce

(The

Can

oe Is

the

Peop

le C

D-R

OM

or w

ebsit

e): N

avig

atin

g –

Prep

arin

g an

d St

artin

g O

ut

Lear

ner’s

Tex

t (pp

.34–

35)

Inte

ract

ive

reso

urce

: Nav

igat

ing

– Pr

epar

ing

and

Star

ting

Out

Fo

od/in

gred

ient

s br

ough

t fro

m h

ome

Blac

klin

e M

aste

r Ass

ignm

ent C

3.1

Lear

ner’s

Tex

t (pp

.35–

36)

Inte

ract

ive

reso

urce

: Nav

igat

ing

– Pr

epar

ing

and

Star

ting

Out

Obj

ectiv

esLe

arne

rs w

ill b

e ab

le to

:

Reca

ll an

d re

view

lear

ning

in

prev

ious

cla

ss

3.1.

1. E

xpla

in e

xam

ples

of r

itual

s an

d pr

oced

ures

whi

ch m

ust b

e ca

rrie

d ou

t bef

ore

a vo

yage

.

3.1.

2. D

escr

ibe

the

diffe

rent

type

s of

trad

ition

al fo

ods

used

on

voya

ges.

3.1.

3. E

stim

ate

the

amou

nt o

f pr

ovisi

ons

need

ed fo

r a v

oyag

ing

cano

e an

d its

cre

w.

3.1.

4. E

xpla

in th

e im

porta

nt p

art

play

ed b

y kn

owle

dge

of: w

eath

er

and

clou

d fo

rmat

ions

, sea

sons

, tim

e of

day

, bac

k sig

htin

g.

Reca

p an

d su

mm

ary

of

sub

topi

c

str

An

d c

: be

cO

min

g A

nA

vig

AtO

r A

nd

nA

vig

Ati

On

Less

on 3

.1. N

avig

atio

n: P

repa

ring

and

Sta

rtin

g O

ut



Feat

ures

of t

his

less

on

Purp

ose,

sup

port

s an

d ch

alle

nges

in th

e le

sson

Usin

g so

cial

and

cul

tura

l stu

dies

and

mat

hem

atic

s du

ring

this

less

on s

tude

nts

will

dev

elop

und

erst

andi

ng

of w

hat m

ust b

e do

ne in

ord

er to

pre

pare

for a

long

ca

noe

jour

ney

in th

e Pa

cific

. Thi

s le

sson

is a

pos

itive

ex

ampl

e of

the

inte

grat

ion

of c

urric

ulum

are

as fo

r a

singl

e th

emat

ic s

tudy

.

Intr

oduc

ing

the

less

on

Link

s to

stu

dent

s’ p

rior

kno

wle

dge

and

voca

bula

ry

Voca

bula

ry: s

pirit

ual c

lean

sing,

kno

t div

inat

ion,

pr

ovisi

ons,

wea

ther

, clo

ud fo

rmat

ion,

sea

sons

, tim

e of

da

y, b

ack

sight

ing.

Shar

e w

ith th

e st

uden

ts th

e le

arni

ng g

oals

for t

his

less

on

– to

be

able

to:

(a) E

xpla

in th

e rit

uals

and

proc

edur

es w

hich

mus

t be

carr

ied

out b

efor

e a

voya

ge;

(b) E

stim

ate

the

amou

nt o

f pro

visio

ns n

eede

d fo

r a

voya

ging

can

oe a

nd it

s cr

ew; a

nd

(c) e

xpla

in th

e im

porta

nt p

art p

laye

d by

kno

wle

dge

of:

wea

ther

and

clo

ud fo

rmat

ions

, sea

sons

, tim

e of

day

, ba

ck si

ghtin

g. H

elp

the

stud

ents

reca

ll pr

epar

atio

ns

they

and

thei

r fam

ily h

ave

unde

rtake

n be

fore

a lo

ng

trip

and

how

they

dec

ide

wha

t is n

eces

sary

to ta

ke.

Intro

duce

the

mat

eria

l in

the

Lear

ner’s

Tex

t (‘S

tarti

ng

out o

n a

voya

ge’)

and

inte

ract

ive

reso

urce

. Fac

ilita

te

expl

orat

ion

of th

ese

mat

eria

ls an

d th

e de

velo

pmen

t of

que

stio

ns fo

r the

spea

ker.

Shar

e fin

ding

s in

grou

ps.

Dis

cuss

ion

Sam

ple

ques

tions

to p

rom

ote

criti

cal t

hink

ing

and

link

to th

e pu

rpos

e

Wha

t ritu

als

and

proc

edur

es m

ust b

e ca

rrie

d ou

t bef

ore

a vo

yage

?

Wha

t pro

visio

ns a

re n

eede

d fo

r a v

oyag

ing

cano

e an

d its

cr

ew?

How

do

seas

onal

and

met

erol

ogic

al fe

atur

es a

ffect

whe

n a

cano

e tri

p co

mm

ence

s?

Teac

hing

to h

elp

stud

ents

lear

n

Usi

ng fe

edba

ck

Usin

g a

Thre

e-st

ep in

terv

iew

pro

vide

stu

dent

s w

ith th

e op

portu

nitie

s to

pro

vide

feed

back

, and

for t

he te

ache

r to

give

feed

back

in re

latio

n to

this

less

on’s

obj

ectiv

es.

Met

hod:

Gro

ups

of fo

ur, t

wo

pairs

. Ind

ivid

uals

in p

airs

in

terv

iew

eac

h ot

her a

bout

eac

h of

the

thre

e le

arni

ng

goal

s fo

r thi

s le

sson

. Fou

r stu

dent

s sh

are

info

rmat

ion

in

roun

d ro

bin.

Thi

s m

etho

d ca

n be

use

d as

stru

ctur

e fo

r:

- Sh

arin

g op

inio

ns

- Es

tabl

ishin

g pr

ior k

now

ledg

e of

the

topi

c

- Re

view

ing

lear

ning

etc

.

The

teac

her’s

ass

essm

ent s

houl

d pr

ovid

e in

form

ativ

e fe

edba

ck th

at e

ncou

rage

s de

ep le

arni

ng, p

ositi

ve g

roup

in

tera

ctio

n, a

nd le

arne

r res

ourc

eful

ness

for i

nfor

mat

ion

gath

erin

g an

d gr

oup

parti

cipa

tion.

Con

nect

ing

with

the

com

mun

ity

Whe

re p

ossib

le in

volv

e a

loca

l nav

igat

ion

expe

rt in

the

shar

ing

of s

torie

s ab

out p

repa

ring

for a

trip

.

See

also

the

sect

ion

How

teac

hers

can

link

com

mun

ity

know

ledg

e w

ith th

e cl

assr

oom

.

Whe

re to

nex

t?

Prog

ress

ion

leve

ls

Expl

ain

how

peo

ple

prio

ritise

pro

visio

ns in

ord

er to

co

me

to a

dec

ision

abo

ut a

ctio

n to

take

in re

latio

n to

pr

epar

ing

for a

trip

to b

e un

derta

ken

by tr

aditi

onal

na

viga

tion

in th

e Pa

cific

.

Furt

her

reso

urce

s

How

e, K

. (20

07).

Vaka

Moa

na: v

oyag

es o

f the

an

cest

ors.

Auc

klan

d, N

ew Z

eala

nd: D

avid

Ba

tem

an L

td.

Addi

tiona

l res

ourc

es c

an a

lso b

e fo

und

on th

e in

tera

ctiv

e re

sour

ce T

he C

anoe

Is th

e Pe

ople

(CD

-RO

M

or o

nlin

e).

str

An

d c

: be

cO

min

g A

nA

vig

AtO

r A

nd

nA

vig

Ati

On

– L

es

sO

n 3

.1. n

Av

igA

tiO

n: P

re

PA

rin

g A

nd

stA

rti

ng

Ou

t

Stu

dy G

uide



131

strAnd c: becOming A nAvigAtOr And nAvigAtiOn – LessOn 3.1. nAvigAtiOn: PrePAring And stArting Out

Assignment c3.1

A voyage of a canoe with 14 persons aboard is foreseen to take 30 days. In order to be certain to have enough provisions, they are calculated for 35 days. It is estimated that each crew member consumes the following amounts of water and food each day:

3,8kg of drinking water

2 kg of foods:

• 200gdriedbreadfruit

• 400gcookedpandanus

• 400gdriedtaro

• 1coconut(givingabout500gofmeat)

• 500gofdriedorcookedfish

How much of each element does one crew member need for the whole voyage?

What is the total weight of provisions for one crew member for the whole voyage?

What is the total weight of provisions for the whole crew?



132

The fisherman on board is able to make an exceptional catch of 20 kg fish on the 15th day of the journey. For the lasting 20 days of the voyage, how much more fish can be eaten by each crew member on each day?

Due to bad weather, the voyage ends up taking 38 days. How much rain water would have to be collected to ensure that enough drinking water is available for the whole journey without having to ration the amount of drinking water for each crew member?

strAnd c: becOming A nAvigAtOr And nAvigAtiOn – LessOn 3.1. nAvigAtiOn: PrePAring And stArting Out

Assignment c3.1 (contd.)



Sugg

estio

ns fo

r C

urri

culu

m E

ntry

Poi

nts

Scie

nce

(a

stro

nom

ical

obs

erva

tions

)

Soci

al/C

ultu

ral S

tudi

es

Revi

ew a

nd c

onso

lidat

e le

arni

ng

Lear

ning

exp

erie

nces

Expo

sitio

n Q

uest

ion

and

answ

ers

Expo

sitio

n an

d ex

plan

atio

n Pa

ir w

ork:

beg

in w

orki

ng o

n As

signm

ent C

3.2:

repo

rt on

Pac

ific

navi

gatio

n m

etho

ds –

Que

stio

n 1

(also

w

orke

d on

in le

sson

s on

sub

topi

cs 3

.3, 3

.4 a

nd 3

.6)

Nig

ht ti

me

field

trip:

iden

tify

and

nam

e ze

nith

sta

rs a

nd

set n

avig

atio

n st

ones

for o

wn

islan

d or

Stud

ents

obs

erve

the

nigh

t sky

from

hom

e an

d di

scus

s th

eir o

bser

vatio

ns in

cla

ss

Sum

mar

y of

con

tent

Q

uest

ions

& a

nsw

ers

Lear

ning

res

ourc

es

Lear

ner’s

Tex

t (pp

.36–

38)

Inte

ract

ive

reso

urce

(The

Can

oe

Is th

e Pe

ople

CD

-RO

M o

r w

ebsit

e): N

avig

atin

g –

Stee

ring

by th

e St

ars

Blac

klin

e M

aste

r Ass

ignm

ent

C3.

2 –

Que

stio

n 1

Obj

ectiv

esLe

arne

rs w

ill b

e ab

le to

:

Reca

ll an

d re

view

lear

ning

in p

revi

ous

clas

s

3.2.

1. D

escr

ibe

and

expl

ain

the

use

of:

Star

com

pass

Side

real

com

pass

Star

pat

hs

Star

pits

Zeni

th s

tar

Pole

cha

rts

Nav

igat

ion

ston

es

Ston

e ca

noe

Reca

p an

d su

mm

ary

of

sub

topi

c

str

An

d c

: be

cO

min

g A

nA

vig

AtO

r A

nd

nA

vig

Ati

On

Less

on 3

.2. N

avig

atio

n: S

teer

ing

by th

e St

ars



Feat

ures

of t

his

less

on

Purp

ose,

sup

port

s an

d ch

alle

nges

in th

e le

sson

Dur

ing

this

less

on s

tude

nts

will

incr

ease

und

erst

andi

ng

and

know

ledg

e of

sta

r-ba

sed

navi

gatio

n m

etho

ds

thro

ugh

inte

grat

ed s

tudi

es in

Soc

ial a

nd C

ultu

ral S

tudi

es

and

Scie

nce.

A n

ew d

imen

sion

in th

is le

sson

is a

nig

ht

field

trip

. The

re m

ay b

e so

me

addi

tiona

l cha

lleng

es

in o

rgan

ising

this

trip,

incl

udin

g an

exp

ert i

n st

ar

navi

gatio

n an

d id

entif

icat

ion

whe

re n

eede

d.

Intr

oduc

ing

the

less

on

Link

s to

stu

dent

s’ p

rior

kno

wle

dge

and

voca

bula

ry

Voca

bula

ry: s

pirit

ual c

lean

sing,

kno

t div

inat

ion,

pr

ovisi

ons,

wea

ther

, clo

ud fo

rmat

ion,

sea

sons

, tim

e of

da

y, b

ack

sight

ing.

Shar

e w

ith th

e st

uden

ts th

e le

arni

ng g

oals

for t

his

less

on

– to

be

able

to d

escr

ibe

and

expl

ain

the

use

of: S

tar

com

pass

, sid

erea

l com

pass

, sta

r pat

hs, s

tar p

its, z

enith

st

ar, p

ole

char

ts, n

avig

atio

n st

ones

, Sto

ne C

anoe

.

Wor

k w

ith th

e st

uden

ts to

iden

tify

thei

r fam

iliar

ity w

ith

the

nigh

t sky

and

ast

rono

my.

Intro

duce

the

mat

eria

l in

the

Lear

ner’s

Tex

t (‘T

he s

tars

’) an

d in

tera

ctiv

e re

sour

ce.

Faci

litat

e sh

ared

pla

nnin

g fo

r the

nig

ht fi

eld

trip.

Thi

s m

ay in

clud

e: le

arni

ng ta

sks,

par

ent s

uppo

rt, b

ehav

iour

ex

pect

atio

ns, s

afet

y, e

quip

men

t and

clo

thin

g, ti

met

able

an

d tra

nspo

rt.

Dis

cuss

ion

Sam

ple

ques

tions

to p

rom

ote

criti

cal t

hink

ing

and

link

to th

e pu

rpos

e

How

doe

s m

emor

y pl

ay a

role

in n

avig

atio

n by

the

star

s?

Can

you

des

crib

e st

ar n

avig

atio

n sy

stem

s fo

r at l

east

two

Paci

fic n

atio

ns?

Whe

re w

ould

you

pla

ce th

e na

viga

tion

ston

es fo

r ow

n isl

and?

Wha

t are

the

impo

rtant

sta

r pat

tern

s an

d co

nste

llatio

ns

Teac

hing

to h

elp

stud

ents

lear

n

Usin

g a

chec

klist

, tha

t pro

vide

s sp

ace

for p

eer s

elf-

asse

ssm

ent a

nd te

ache

r com

men

t, as

k th

e st

uden

ts to

pe

er-a

sses

s le

arni

ng fr

om th

is le

sson

:

- D

id m

y pe

er g

athe

r use

ful i

nfor

mat

ion

abou

t na

viga

tion

by th

e st

ars?

- D

id I

wor

k w

ell i

n m

y gr

oup

and

indi

vidu

ally

to

gath

er, p

roce

ss a

nd p

rese

nt in

form

atio

n ab

out

cele

stia

l obj

ects

and

ste

erin

g by

the

star

s?

The

teac

her’s

ass

essm

ent s

houl

d pr

ovid

e in

form

ativ

e fe

edba

ck th

at e

ncou

rage

s de

ep le

arni

ng, p

ositi

ve g

roup

in

tera

ctio

n, a

nd s

elf-m

anag

emen

t as

a le

arne

r.

Con

nect

ing

with

the

com

mun

ity

Con

sult

with

par

ents

and

loca

l exp

erts

in n

avig

atio

n to

pl

an th

e ni

ght f

ield

trip

. In

addi

tion

to le

arni

ng c

onte

nt,

safe

ty a

nd ti

min

g sh

ould

be

cons

ider

ed.

See

also

the

sect

ion

How

teac

hers

can

link

com

mun

ity

know

ledg

e w

ith th

e cl

assr

oom

.

Whe

re to

nex

t?

Prog

ress

ion

leve

ls

Reco

gnise

sta

r pat

tern

s an

d co

nste

llatio

ns a

nd e

xpla

in

stel

lar e

volu

tion.

Gen

erat

e a

rang

e of

pos

sible

sol

utio

ns to

pro

blem

s th

at

coul

d ar

ise a

mon

gst g

roup

s ed

ucat

ing

new

nav

igat

ors

for n

avig

atio

n by

the

star

s.

Furt

her

reso

urce

s

How

e, K

. (20

07).

Vaka

Moa

na: v

oyag

es o

f the

an

cest

ors.

Auc

klan

d, N

ew Z

eala

nd: D

avid

Ba

tem

an L

td.

Addi

tiona

l res

ourc

es c

an a

lso b

e fo

und

on th

e in

tera

ctiv

e re

sour

ce T

he C

anoe

Is th

e Pe

ople

(CD

-RO

M

or o

nlin

e).

str

An

d c

: be

cO

min

g A

nA

vig

AtO

r A

nd

nA

vig

Ati

On

– L

es

sO

n 3

.2. n

Av

igA

tiO

n: s

tee

rin

g b

Y t

he

stA

rs

Stu

dy G

uide



135

Describe two ways that non-instument navigators woud use the stars to know where they are and how to find land.

Describe two ways that non-instrument navigators woud use the ocean swells and ocean currents to know where they are and how to find land.

Explain why non-instument navigators do not rely on the sun to work out where they are at sea.

Explain how non-instrument navigators use the wind to know where they are and how to find land.

Give three other signs that non-instument navigators woud use to work out what direction to sail in order to find land.

strAnd c: becOming A nAvigAtOr And nAvigAtiOn – LessOn 3.2. nAvigAtiOn: steering bY the stArs

Assignment c3.2



136



Sugg

estio

ns fo

r C

urri

culu

m E

ntry

Poi

nts

Scie

nce

(w

aves

, ref

lect

ion

and

diffr

actio

n;

swel

ls an

d cu

rren

ts)

Soci

al/C

ultu

ral S

tudi

es

Revi

ew a

nd c

onso

lidat

e le

arni

ng

Lear

ning

exp

erie

nces

Expo

sitio

n Q

uest

ion

and

answ

ers

Expo

sitio

n an

d ex

plan

atio

n

Pair

wor

k: c

ontin

ue w

orki

ng o

n As

signm

ent

C3.

2: re

port

on P

acifi

c na

viga

tion

met

hods

–

Que

stio

n 2

(also

wor

ked

on in

less

ons

on

sub

topi

cs 3

.2, 3

.4 a

nd 3

.6)

Sum

mar

y of

con

tent

Q

uest

ions

& a

nsw

ers

Lear

ning

res

ourc

es

Lear

ner’s

Tex

t (pp

.39–

42)

Inte

ract

ive

reso

urce

(The

Can

oe Is

th

e Pe

ople

CD

-RO

M o

r web

site)

: N

avig

atin

g –

Stee

ring

by th

e Se

a,

Sun

and

Win

d

Blac

klin

e M

aste

r Ass

ignm

ent

C3.

2 –

Que

stio

n 2

Obj

ectiv

esLe

arne

rs w

ill b

e ab

le to

:

Reca

ll an

d re

view

lear

ning

in p

revi

ous

clas

s

3.3.

1. D

escr

ibe

and

expl

ain

the

use

of:

Oce

an s

wel

ls

Oce

an c

urre

nts

Dep

th a

nd c

olou

r of t

he o

cean

Stic

k ch

arts

Reca

p an

d su

mm

ary

of

sub

topi

c

str

An

d c

: be

cO

min

g A

nA

vig

AtO

r A

nd

nA

vig

Ati

On

Less

on 3

.3. N

avig

atio

n: S

teer

ing

by th

e Se

a



Feat

ures

of t

his

less

on

Purp

ose,

sup

port

s an

d ch

alle

nges

in th

e le

sson

This

less

on d

evel

ops

unde

rsta

ndin

g of

nav

igat

ion

met

hods

usin

g sig

nals

from

the

sea.

The

re m

ay b

e so

me

chal

leng

es in

iden

tifyi

ng w

ith o

cean

sw

ells,

cur

rent

s,

colo

ur o

f the

sea

. As

a re

sult

of th

is le

sson

stu

dent

s w

ill

have

an

incr

ease

d aw

aren

ess

of n

atur

e of

the

ocea

n.

Intr

oduc

ing

the

less

on

Link

s to

stu

dent

s’ p

rior

kno

wle

dge,

and

voc

abul

ary

Voca

bula

ry: o

cean

sw

ells,

cur

rent

s, s

tick

char

ts.

Shar

e w

ith th

e st

uden

ts th

e le

arni

ng g

oals

for t

his

less

on

– to

be

able

to d

escr

ibe

and

expl

ain

the

use

of: O

cean

sw

ells,

oce

an c

urre

nts,

dep

th a

nd c

olou

r of t

he o

cean

, st

ick

char

ts.

Intro

duce

the

mat

eria

l in

the

Lear

ner’s

Tex

t and

in

tera

ctiv

e re

sour

ce.

Faci

litat

e ex

plor

atio

n of

thes

e m

ater

ials

for a

nd s

harin

g of

find

ings

in g

roup

s. P

repa

re q

uest

ions

for a

visi

ting

expe

rt w

ho w

ill ta

lk a

bout

ste

erin

g by

sea

.

Dis

cuss

ion

Sam

ple

ques

tions

to p

rom

ote

criti

cal t

hink

ing

and

link

to th

e pu

rpos

e

Can

you

con

stru

ct a

stic

k ch

art t

o sh

ow h

ow to

nav

igat

e be

twee

n tw

o or

mor

e isl

ands

?

Wha

t que

stio

ns d

o yo

u ne

ed to

ask

the

visit

ing

expe

rt in

na

viga

tion

by th

e se

a, in

ord

er to

mee

t the

lear

ning

goa

ls fo

r thi

s le

sson

?

Teac

hing

to h

elp

stud

ents

lear

n

Usi

ng fe

edba

ck

- Rev

isit t

he ‘p

re-t

est’

used

at t

he b

egin

ning

of

Stra

nd C

: Bec

omin

g a

Nav

igat

or a

nd N

avig

atio

n.

The

teac

her’s

ass

essm

ent s

houl

d pr

ovid

e in

form

ativ

e fe

edba

ck th

at e

ncou

rage

s de

ep le

arni

ng, p

ositi

ve g

roup

in

tera

ctio

n, a

nd s

elf-m

anag

emen

t as

a le

arne

r.

Mor

e in

form

atio

n ab

out e

xper

t tea

chin

g m

etho

ds c

an

be fo

und

in th

e se

ctio

n W

hat h

elps

Pac

ific

stud

ents

lear

n (p

.28)

Con

nect

ing

with

the

com

mun

ity

Whe

re p

ossib

le in

volv

e lo

cal n

avig

atio

n ex

perts

in th

e sh

arin

g of

sto

ries

invo

lvin

g st

eerin

g by

sea

.

See

also

the

sect

ion

How

teac

hers

can

link

com

mun

ity

know

ledg

e w

ith th

e cl

assr

oom

.

Whe

re to

nex

t?

Prog

ress

ion

leve

ls

Col

lect

and

reco

rd in

form

atio

n fro

m a

rang

e of

so

urce

s re

flect

ing

a va

riety

of p

ersp

ectiv

es a

bout

life

as

som

eone

lear

ning

to b

e a

navi

gato

r.

Furt

her

reso

urce

s

How

e, K

. (20

07).

Vaka

Moa

na: v

oyag

es o

f the

an

cest

ors.

Auc

klan

d, N

ew Z

eala

nd: D

avid

Ba

tem

an L

td.

Addi

tiona

l res

ourc

es c

an a

lso b

e fo

und

on th

e in

tera

ctiv

e re

sour

ce T

he C

anoe

Is th

e Pe

ople

(CD

-RO

M

or o

nlin

e).

str

An

d c

: be

cO

min

g A

nA

vig

AtO

r A

nd

nA

vig

Ati

On

– L

es

sO

n 3

.3. n

Av

igA

tiO

n: s

tee

rin

g b

Y t

he

se

A

Stu

dy G

uide



Sugg

estio

ns fo

r C

urri

culu

m E

ntry

Poi

nts

Scie

nce

(a

stro

nom

ical

obs

erva

tions

: the

sun

)

Soci

al/C

ultu

ral S

tudi

es

Scie

nce/

Geo

grap

hy

(win

d, c

ompa

sses

)

Soci

al/C

ultu

ral S

tudi

es

Revi

ew a

nd c

onso

lidat

e le

arni

ng

Lear

ning

exp

erie

nces

Expo

sitio

n Q

uest

ion

and

answ

ers

Expo

sitio

n an

d ex

plan

atio

n

Pair

wor

k: c

ontin

ue w

orki

ng o

n As

signm

ent

C3.

2: re

port

on P

acifi

c na

viga

tion

met

hods

–

Que

stio

n 3

(also

wor

ked

on in

less

ons

on

sub

topi

cs 3

.2, 3

.3.,

3.5.

and

3.7

)

Expo

sitio

n an

d ex

plan

atio

n

Pair

wor

k: c

ontin

ue w

orki

ng o

n As

signm

ent

C3.

2: re

port

on P

acifi

c na

viga

tion

met

hods

–

Que

stio

n 4

(also

wor

ked

on in

less

ons

on

sub

topi

cs 3

.2, 3

.3.,

3.4

and

3.6)

Sum

mar

y of

con

tent

Q

uest

ions

& a

nsw

ers

Lear

ning

res

ourc

es

Lear

ner’s

Tex

t (p.

38)

Inte

ract

ive

reso

urce

(The

Can

oe Is

the

Peop

le C

D-R

OM

or w

ebsit

e): N

avig

atin

g –

Stee

ring

by th

e Se

a, S

un a

nd W

ind

Blac

klin

e M

aste

r Ass

ignm

ent C

3.2

– Q

uest

ion

3

Lear

ner’s

Tex

t (pp

.38–

39)

Inte

ract

ive

reso

urce

: Nav

igat

ing

– St

eerin

g by

the

Sea,

Sun

and

Win

d Bl

ackl

ine

Mas

ter A

ssig

nmen

t C3.

2 –

Que

stio

n 4

Obj

ectiv

esLe

arne

rs w

ill b

e ab

le to

:

Reca

ll an

d re

view

lear

ning

in p

revi

ous

clas

s

3.4.

1. D

escr

ibe

and

expl

ain

the

limita

tions

of u

sing

the

sun

for c

ours

e se

tting

and

che

ckin

g.

3.4.

2. D

escr

ibe

and

expl

ain

the

use

of:

Trad

e w

inds

Win

d co

mpa

ss

Reca

p an

d su

mm

ary

of

sub

topi

c

str

An

d c

: be

cO

min

g A

nA

vig

AtO

r A

nd

nA

vig

Ati

On

Less

on 3

.4. N

avig

atio

n: S

teer

ing

by th

e Su

n an

d W

ind



Feat

ures

of t

his

less

on

Purp

ose,

sup

port

s an

d ch

alle

nges

in th

e le

sson

Dur

ing

this

less

on s

tude

nts

will

exp

and

thei

r un

ders

tand

ing

of th

e sk

ills

of tr

aditi

onal

nav

igat

ors,

by

lear

ning

abo

ut th

e us

e of

win

d an

d th

e su

n. T

his

less

on c

onfir

ms

the

impo

rtanc

e of

the

star

met

hods

of

navi

gatio

n. It

may

be

chal

leng

ing

for s

ome

stud

ents

to

reco

gnise

the

impo

rtanc

e of

the

dark

hou

rs fo

r ste

erin

g.

Intr

oduc

ing

the

less

on

Link

s to

stu

dent

s’ p

rior

kno

wle

dge

and

voca

bula

ry

Voca

bula

ry: t

rade

win

ds, w

ind

com

pass

.

Shar

e w

ith th

e st

uden

ts th

e le

arni

ng g

oals

for t

his

less

on

– to

be

able

to d

escr

ibe

and

expl

ain

(a)

the

limita

tions

of u

sing

the

sun

for c

ours

e se

tting

an

d ch

ecki

ng; a

nd

(b)

the

use

of tr

ade

win

ds a

nd w

ind

com

pass

.

Ask

the

stude

nts t

o po

int o

ut a

nd n

ame

the

dire

ctio

n in

w

hich

the

sun

rises

and

sets.

Lan

guag

es o

ther

than

Eng

lish

mig

ht b

e us

ed. S

ee if

the

stude

nts h

ave

notic

ed st

ars t

hat

are

first

notic

eabl

e at

dus

k, a

nd la

st to

disa

ppea

r fro

m v

iew

at

daw

n. A

sk th

em a

lso to

des

crib

e pr

evai

ling

win

ds a

nd

thei

r dire

ctio

n. L

ink

to th

e ro

le o

f the

nav

igat

or a

nd th

e ke

y vo

cabu

lary

for t

his l

esso

n. In

trodu

ce th

e m

ater

ial i

n th

e Le

arne

r’s T

ext (

‘The

Sun

’, ‘T

he W

ind’

) and

inte

ract

ive

reso

urce

. Fac

ilita

te e

xplo

ratio

n of

thes

e m

ater

ials

and

shar

ing

of fi

ndin

gs in

pai

rs.

Dis

cuss

ion

Sam

ple

ques

tions

to p

rom

ote

criti

cal t

hink

ing

and

link

to th

e pu

rpos

e

Why

do

non-

inst

rum

ent n

avig

ator

s no

t rel

y on

the

sun

to

wor

k ou

t whe

re th

ey a

re a

t sea

?

How

do

non-

inst

rum

ent n

avig

ator

s us

e th

e w

ind

to k

now

w

here

they

are

and

how

to fi

nd la

nd?

Teac

hing

to h

elp

stud

ents

lear

n

Usi

ng fe

edba

ck

At th

is st

age

in th

is co

urse

of s

tudy

it w

ould

be

wor

thw

hile

to

find

out

wha

t is

wor

king

wel

l or o

ther

wise

for t

he

stud

ents

. Dist

ribut

e bl

ank

inde

x ca

rds

durin

g th

e la

st fi

ve

or te

n m

inut

es o

f cla

ss. P

ass

out c

ards

to s

tude

nts

and

ask

them

to re

spon

d an

onym

ously

to tw

o qu

estio

ns, o

ne o

n th

e fro

nt o

f the

car

d, th

e ot

her o

n th

e ba

ck. Y

ou c

an p

ose

gene

ral q

uest

ions

abo

ut w

hat i

s go

ing

wel

l in

the

cour

se

and

wha

t nee

ds to

be

impr

oved

or c

hang

ed.

Oth

er g

ener

al q

uest

ions

: ‘W

hat d

o yo

u w

ant m

ore

of?

Less

of?

’ ‘H

ow a

re y

ou fi

ndin

g th

is st

udy?

’ ‘An

y su

gges

tions

for i

mpr

ovin

g th

e co

urse

?’ M

ake

sure

fe

edba

ck is

pro

vide

d to

the

clas

s an

d to

indi

vidu

als

(whe

re re

leva

nt).

Mor

e in

form

atio

n ab

out e

xper

t tea

chin

g m

etho

ds c

an

be fo

und

in th

e se

ctio

n W

hat h

elps

Pac

ific

stud

ents

lear

n (p

.28)

Con

nect

ing

with

the

com

mun

ity

Whe

re p

ossib

le in

volv

e lo

cal c

anoe

sai

ling

expe

rts in

th

e sh

arin

g of

sto

ries

invo

lvin

g st

eerin

g by

the

sun

and

win

d.

See

also

the

sect

ion

How

teac

hers

can

link

com

mun

ity

know

ledg

e w

ith th

e cl

assr

oom

.

Whe

re to

nex

t?

Prog

ress

ion

leve

ls

Usin

g a

rang

e of

sou

rces

, gat

her i

nfor

mat

ion

abou

t no

n-in

stru

men

t nav

igat

ion

(com

mun

ity a

nd w

este

rn),

chec

king

for r

elev

ance

and

acc

urac

y be

fore

sha

ring

with

the

clas

s th

roug

h a

‘dig

ital e

ssay

’ (e.

g th

roug

h Po

wer

poin

t) or

ora

l pre

sent

atio

n.

Furt

her

reso

urce

s

How

e, K

. (20

07).

Vaka

Moa

na: v

oyag

es o

f the

an

cest

ors.

Auc

klan

d, N

ew Z

eala

nd: D

avid

Ba

tem

an L

td.

Addi

tiona

l res

ourc

es c

an a

lso b

e fo

und

on th

e in

tera

ctiv

e re

sour

ce T

he C

anoe

Is th

e Pe

ople

(CD

-RO

M

or o

nlin

e).

str

An

d c

: be

cO

min

g A

nA

vig

AtO

r A

nd

nA

vig

Ati

On

– L

es

sO

n 3

.4. n

Av

igA

tiO

n: s

tee

rin

g b

Y t

he

su

n A

nd

Win

d

Stu

dy G

uide



Sugg

estio

ns fo

r C

urri

culu

m E

ntry

Poi

nts

Mat

hs/G

eogr

aphy

(d

rift,

leew

ay, s

peed

, dist

ance

)

Soci

al/C

ultu

ral S

tudi

es

Scie

nce

(a

stro

nom

ical

obs

erva

tions

)

Soci

al/C

ultu

ral S

tudi

es

Scie

nce

(a

stro

nom

ical

obs

erva

tions

)

Soci

al/C

ultu

ral S

tudi

es

Revi

ew a

nd c

onso

lidat

e le

arni

ng

Lear

ning

exp

erie

nces

Expo

sitio

n Q

uest

ion

and

answ

ers

Expo

sitio

n an

d ex

plan

atio

n

Plot

a c

ours

e on

a g

raph

and

pre

dict

tim

e,

spee

d an

d di

stan

ce

Expo

sitio

n an

d ex

plan

atio

n

Pair

wor

k: p

rodu

ce a

pos

ter t

o de

scrib

e th

e et

ak s

yste

m o

f ind

igen

ous

know

ledg

e of

na

viga

tion

used

in th

e C

arol

ine

Isla

nds

Expo

sitio

n an

d ex

plan

atio

n

Que

stio

ns &

ans

wer

s

Sum

mar

y of

con

tent

Que

stio

ns &

ans

wer

s

Lear

ning

res

ourc

es

Inte

ract

ive

reso

urce

(The

Can

oe Is

th

e Pe

ople

CD

-RO

M o

r web

site)

: N

avig

atin

g –

Know

ing

and

Adju

stin

g Po

sitio

n

Lear

ner’s

Tex

t (p.

42)

Inte

ract

ive

reso

urce

: Nav

igat

ing

– Kn

owin

g an

d Ad

just

ing

Posit

ion

Lear

ner’s

Tex

t (pp

.36–

42)

Inte

ract

ive

reso

urce

: Nav

igat

ing

– Kn

owin

g an

d Ad

just

ing

Posit

ion

Obj

ectiv

esLe

arne

rs w

ill b

e ab

le to

:

Reca

ll an

d re

view

lear

ning

in p

revi

ous

clas

s

3.5.

1. D

escr

ibe

and

expl

ain

proc

edur

es

for:

Dea

d re

ckon

ing

Estim

atin

g po

sitio

n

Estim

atin

g sp

eed

Estim

atin

g le

eway

Read

ing

curr

ents

3.5.

2. D

escr

ibe

and

expl

ain

an e

xam

ple

of u

sing

star

s to

est

imat

e po

sitio

n: th

e et

ak s

yste

m.

3.5.

3. C

ompa

re a

nd c

ontra

st th

e et

ak

syst

em w

ith o

ther

non

-inst

rum

ent

met

hods

of e

stim

atin

g po

sitio

n.

Reca

p an

d su

mm

ary

of

Sub

topi

c

str

An

d c

: be

cO

min

g A

nA

vig

AtO

r A

nd

nA

vig

Ati

On

3.5.

Nav

igat

ion:

Kno

win

g an

d Ad

just

ing

Posi

tion



Feat

ures

of t

his

less

on

Purp

ose,

sup

port

s an

d ch

alle

nges

in th

e le

sson

This

less

on w

ill b

e cr

ucia

l for

dev

elop

ing

stud

ent

unde

rsta

ndin

g of

nav

igat

iona

l pos

ition

and

est

imat

ion.

St

uden

ts w

ill b

e ch

alle

nged

to le

arn

one

syst

em (t

he

etak

sys

tem

) and

con

trast

it w

ith o

ther

sys

tem

s.

Intr

oduc

ing

the

less

on

Link

s to

stu

dent

s’ p

rior

kno

wle

dge

and

voca

bula

ry

Voca

bula

ry: e

tak,

reck

onin

g, e

stim

atio

n, d

rift,

leew

ay,

wav

e re

flect

ion

and

refra

ctio

n.

Shar

e w

ith th

e st

uden

ts th

e le

arni

ng g

oals

for t

his

less

on, a

ssoc

iate

d w

ith k

now

ing

and

adju

stin

g po

sitio

n.

Intro

duce

the

mat

eria

l in

the

Lear

ner’s

Tex

t (‘T

he e

tak

syst

em’)

and

inte

ract

ive

reso

urce

.

The

stud

ents

list

en to

an

acco

unt g

iven

by

the

teac

her.

Div

ide

the

clas

s in

hal

f. Th

e fir

st g

roup

in p

airs

will

de

sign

a po

ster

whi

ch e

xpla

ins

the

etak

sys

tem

. G

roup

2 in

pai

rs d

esig

n a

post

er w

hich

com

pare

s

and

cont

rast

s th

e et

ak s

yste

m w

ith o

ther

non

- in

stru

men

t met

hods

of e

stim

atin

g po

sitio

n.

Dis

cuss

ion

Sam

ple

ques

tions

to p

rom

ote

criti

cal t

hink

ing

and

link

to th

e pu

rpos

e

Wha

t are

the

proc

edur

es fo

r dea

d re

ckon

ing,

est

imat

ing

posit

ion,

est

imat

ing

spee

d, e

stim

atin

g le

eway

, rea

ding

cu

rren

ts?

Wha

t is

the

etak

sys

tem

? H

ow d

oes

it co

mpa

re w

ith

posit

ioni

ng s

yste

ms

used

by

othe

r nat

ion?

Teac

hing

to h

elp

stud

ents

lear

n

Usi

ng fe

edba

ck

To a

ssist

the

teac

her t

o un

ders

tand

the

exte

nt to

whi

ch

the

stud

ents

can

app

ly k

now

ledg

e co

vere

d in

this

less

on,

guid

e th

e st

uden

ts in

usin

g a

Cat

egor

ising

Grid

. In

this

task

st

uden

ts a

re g

iven

a g

rid c

onta

inin

g tw

o or

thre

e m

ain

cate

gorie

s pl

us a

scr

ambl

ed li

st o

f ter

ms

from

this

less

on.

The

stud

ents

wor

k on

thei

r ow

n to

sor

t the

term

s in

to th

e ca

tego

ries,

and

sha

re re

sults

eith

er w

ith th

e te

ache

r, or

in

pairs

with

the

teac

her o

bser

ving

and

pro

vidi

ng a

dvic

e th

at

is po

sitiv

e ye

t ide

ntifi

es fu

rther

lear

ning

poi

nts.

Mor

e in

form

atio

n ab

out e

xper

t tea

chin

g m

etho

ds c

an

be fo

und

in th

e se

ctio

n W

hat h

elps

Pac

ific

stud

ents

lear

n (p

.28)

Con

nect

ing

with

the

com

mun

ity

Whe

re p

ossib

le in

volv

e lo

cal c

anoe

exp

erts

in th

e sh

arin

g of

sto

ries

invo

lvin

g po

sitio

n an

d co

urse

find

ing.

See

also

the

sect

ion

How

teac

hers

can

link

com

mun

ity

know

ledg

e w

ith th

e cl

assr

oom

.

Whe

re to

nex

t?

Prog

ress

ion

leve

ls

Plot

a c

ours

e on

a g

raph

and

est

imat

e tim

e, s

peed

and

di

stan

ce o

f a h

ypot

hetic

al v

oyag

e. M

ake

a ch

oice

abo

ut

a pr

efer

red

cour

se a

nd ju

stify

that

cho

ice.

Furt

her

reso

urce

s

How

e, K

. (20

07).

Vaka

Moa

na: v

oyag

es o

f the

an

cest

ors.

Auc

klan

d, N

ew Z

eala

nd: D

avid

Ba

tem

an L

td.

Addi

tiona

l res

ourc

es c

an a

lso b

e fo

und

on th

e in

tera

ctiv

e re

sour

ce T

he C

anoe

Is th

e Pe

ople

(CD

-RO

M

or o

nlin

e).

str

An

d c

: be

cO

min

g A

nA

vig

AtO

r A

nd

nA

vig

Ati

On

– L

es

sO

n 3

.5. n

Av

igA

tiO

n: k

nO

Win

g A

nd

Ad

jus

tin

g P

Os

itiO

n

Stu

dy G

uide



Sugg

estio

ns fo

r C

urri

culu

m E

ntry

Poi

nts

Scie

nce

(b

iolo

gy, m

eteo

rolo

gy,

ocea

nogr

aphy

etc

.)

Soci

al/C

ultu

ral S

tudi

es

Revi

ew a

nd c

onso

lidat

e le

arni

ng

Lear

ning

exp

erie

nces

Expo

sitio

n Q

uest

ion

and

answ

ers

Expo

sitio

n an

d ex

plan

atio

n

Pair

wor

k: fi

nish

wor

king

on

Assig

nmen

t C

3.2:

repo

rt on

Pac

ific

navi

gatio

n m

etho

ds

– Q

uest

ion

5 (a

lso w

orke

d on

in le

sson

s on

su

b to

pics

3.2

, 3.3

and

3.4

)

Gro

up w

ork:

in g

roup

s of

four

, pro

duce

a

part

of a

cla

ss e

xhib

ition

abo

ut th

e en

d of

a

voya

ge fo

r cla

ssro

om d

ispla

y

Sum

mar

y of

con

tent

Q

uest

ions

& a

nsw

ers

Lear

ning

res

ourc

es

Lear

ner’s

Tex

t (pp

.43–

46)

Inte

ract

ive

reso

urce

(The

Can

oe Is

th

e Pe

ople

CD

-RO

M o

r web

site)

: N

avig

atin

g –

Find

ing

Land

Blac

klin

e M

aste

r Ass

ignm

ent C

3.2

– Q

uest

ion

5

Lear

ner’s

text

(p.4

7)

Obj

ectiv

esLe

arne

rs w

ill b

e ab

le to

:

Reca

ll an

d re

view

lear

ning

in

pre

viou

s cl

ass

3.6.

1. D

escr

ibe

and

expl

ain

the

use

of:

Sea

life

Sea

life

inve

ntor

ies

Bird

s

Inte

rrup

ted

swel

ls

Clo

uds

Dee

p ph

osph

ores

cenc

e

Soun

ds a

nd s

mel

ls

Tem

pera

ture

var

iatio

ns

Reca

p an

d su

mm

ary

of S

trand

C

str

An

d c

: be

cO

min

g A

nA

vig

AtO

r A

nd

nA

vig

Ati

On

Less

on 3

.6. N

avig

atio

n: F

indi

ng L

and



Feat

ures

of t

his

less

on

Purp

ose,

sup

port

s an

d ch

alle

nges

in th

e le

sson

This

less

on is

the

final

sta

ge in

the

Nav

igat

ion

topi

c:

Find

ing

land

. Ess

entia

l ski

lls a

nd fe

atur

es a

re c

over

ed in

th

is le

sson

, ena

blin

g st

uden

ts to

exp

lain

and

des

crib

e th

e co

mpl

ete

navi

gatio

nal j

ourn

ey a

nd to

val

ue

tradi

tiona

l met

hods

of n

avig

atio

n. S

tude

nts

will

be

chal

leng

ed to

com

plet

e a

pres

enta

tion

to s

tude

nts

from

ot

her c

lass

es, t

each

ers,

par

ents

and

fam

ily m

embe

rs.

Intr

oduc

ing

the

less

on

Link

s to

stu

dent

s’ p

rior

kno

wle

dge,

and

voc

abul

ary

Voca

bula

ry: i

nven

torie

s, v

aria

tions

, int

erru

ptio

n, d

eep

phos

phor

esen

ce.

Shar

e w

ith th

e st

uden

ts th

e le

arni

ng g

oals

for t

his

less

on

– to

be

able

to d

escr

ibe

and

expl

ain

natu

ral f

eatu

res

used

by

tradi

tiona

l nav

igat

ors

to fi

nd la

nd.

Intro

duce

the

rele

vant

mat

eria

l in

the

Lear

ner’s

Tex

t an

d in

tera

ctiv

e re

sour

ce a

nd fa

cilit

ate

expl

orat

ion

of

thes

e m

ater

ials.

Wor

king

as

a cl

ass,

pro

duce

a c

lass

st

ory,

in te

xt a

nd g

raph

ics,

for c

lass

room

disp

lay

abou

t th

e en

d of

a v

oyag

e w

ith in

divi

dual

stu

dent

s ea

ch

cont

ribut

ing

at le

ast o

ne p

art.

Fina

lly, p

repa

re a

pre

sent

atio

n of

Top

ic 3

– N

avig

atio

n.

Dis

cuss

ion

Sam

ple

ques

tions

to p

rom

ote

criti

cal t

hink

ing

and

link

to th

e pu

rpos

e

Can

you

des

crib

e an

d ex

plai

n th

e na

viga

tiona

l use

of

sea

life,

sea

life

inve

ntor

ies,

bird

s, in

terr

upte

d sw

ells,

cl

ouds

, dee

p ph

osph

ores

cenc

e, s

ound

s an

d sm

ells

and

tem

pera

ture

var

iatio

ns, t

o he

lp fi

nd la

nd?

Teac

hing

to h

elp

stud

ents

lear

n

Usi

ng fe

edba

ck

To a

ssist

the

teac

her u

nder

stan

d th

e ex

tent

to w

hich

the

stud

ents

can

app

ly k

now

ledg

e co

vere

d in

St

rand

C: B

ecom

ing

a N

avig

ator

and

Nav

igat

ion,

faci

liate

th

e st

uden

ts a

s th

ey ta

ke p

art i

n th

e fo

llow

ing

activ

ity:

Stud

ent-

gene

rate

d Te

st Q

uest

ions

.

Stud

ents

writ

e qu

estio

ns th

at th

ey th

ink

are

likel

y to

be

on a

test

abo

ut th

e m

ater

ial c

over

ed in

this

clas

s. T

hose

qu

estio

ns a

re c

ompi

led

(rem

ovin

g du

plic

atio

ns) i

nto

a cl

ass

quiz

she

et a

nd u

sed

for a

qui

z in

pai

rs. E

ach

stud

ent

take

s a

turn

in a

skin

g a

ques

tion

of th

eir p

eer.

The

‘win

ner’

is th

e fir

st to

sco

re te

n co

rrec

t ans

wer

s.

Mor

e in

form

atio

n ab

out e

xper

t tea

chin

g m

etho

ds c

an

be fo

und

in th

e se

ctio

n W

hat h

elps

Pac

ific

stud

ents

lear

n (p

.28)

Con

nect

ing

with

the

com

mun

ity

Whe

re p

ossib

le in

volv

e lo

cal c

anoe

nav

igat

ion

expe

rts

in th

e sh

arin

g of

sto

ries

invo

lvin

g fin

ding

land

. On

com

plet

ion

of le

sson

act

iviti

es p

repa

re a

disp

lay

and

pres

enta

tion

cove

ring

Stra

nd C

: Bec

omin

g a

Nav

igat

or

and

Nav

igat

ion.

Invi

te o

ther

stu

dent

s, te

ache

rs, p

aren

ts

and

fam

ily m

embe

rs to

vie

w th

e di

spla

y.

See

also

the

sect

ion

How

teac

hers

can

link

com

mun

ity

know

ledg

e w

ith th

e cl

assr

oom

.

Whe

re to

nex

t?

Prog

ress

ion

leve

ls

Gen

erat

e a

rang

e of

pos

sible

sol

utio

ns to

pro

blem

s th

at

coul

d ar

ise a

mon

gst g

roup

s ed

ucat

ing

new

nav

igat

ors.

M

ake

a ch

oice

abo

ut a

pre

ferr

ed a

ctio

n in

rela

tion

to

one

of th

ese

prob

lem

s an

d ju

stify

that

cho

ice.

Furt

her

reso

urce

s

How

e, K

. (20

07).

Vaka

Moa

na: v

oyag

es o

f the

an

cest

ors.

Auc

klan

d, N

ew Z

eala

nd: D

avid

Ba

tem

an L

td.

Addi

tiona

l res

ourc

es c

an a

lso b

e fo

und

on th

e in

tera

ctiv

e re

sour

ce T

he C

anoe

Is th

e Pe

ople

(CD

-RO

M

or o

nlin

e).

str

An

d c

: be

cO

min

g A

nA

vig

AtO

r A

nd

nA

vig

Ati

On

– L

es

sO

n 3

.6. n

Av

igA

tiO

n: F

ind

ing

LA

nd

Stu

dy G

uide



145


Form a panel to explain and discuss the differences.


Listen to a talk given by a local navigator.

Write an account of the talk.

Listen to a talk given by a local navigator

Write an account of the talk


Write an account of the talk

In pairs write a poem about the importance of memory in non instrument navigation.

Construct an Ofanuw chant for own island.

Sing a traditional song or chant.

In pairs, write and perform a script for a radio broadcast.




Individually write a letter to a local newspaper

Compile a class book of short biographical profiles about noted historical and contemporary navigators and canoe builders.

Write a short biographical sketch of the life of one historical navigator form their own country.

Sub topic

1.1. Non-instrument Navigation or Wayfinding

2.1. Ways of Learning and Remembering

2.2. Initiation and Rank

2.3. The Role of the Navigator

2.4. Indigenous Navigators and Master Canoe Builders

topic

1. Introduction to Pacific Navigation

2. Becoming a Navigator

strAnd c: nAvigAtiOn

further actIvItIes



146




In groups of 4, discuss and plan the preparations for a voyage.



Draw and label a star compass.

Draw and label a sidereal compass.

Draw the star path for their own island.

Write an explanation of a star pit.

Identify and name the Zenith Star for their own island.

Construct a pole chart.

Go on a night time fieldtrip to identify Zenith star and set navigation stones for guiding stars for own island.


Construct a stick chart.

Listen to an account given by the teacher.


Listen to an account given by the teacher. Half of the class in pairs design a poster which explains the etak system.

Listen to an account given by the teacher. Half of the class in pairs design a poster which compares and contrasts the etak system with other non instrument methods of estimating position.

Listen to an account given by the teacher. Produce a class story, in text and graphics, for classroom display about the end of a voyage with individual students each contributing at least one part.

Invite other students, teachers, parents and family members to view the display.

Sub topic

3.1. Preparation and Starting out

3.2. Steering by the Stars

3.3. Steering by the Sea

3.4. Steering by the Sun and Wind

3.5. Knowing and Adjusting Position

3.6. Finding land

topic

3. Navigation

3.2 Becoming a Navigator




School:................................................................................. Date:.......................













Any other comments:

strAnd c: becOming A nAvigAtOr And nAvigAtiOn





148


Assignment


149

Strand D Voyages and Revival

Source: Haddon, A. C., & Hornell J. (1975). p.41

Double travelling canoe (tipairua) Tahiti.



150



1. Voyages and Revival

1.1. Traditional Voyages.

1.1.1. Describe and explain traditional open ocean voyages e.g. Sawei voyages.


History

1.1.2. Describe the survival skills needed for open ocean voyaging.


Science (biology/medicine

1.2. Modern Voyages

1.2.1. Explain the role of voyaging societies such as the Polynesian Voyaging Society.


1.2.2. Describe initiatives in their country and around the Pacific to revive and preserve traditional navigation and canoe building.


1.2.3. Describe at least one modern open ocean voyage.

English


2.Valuing Traditional Pacific Navigation

2.1 Key Features of Indigenous Pacific Wayfinding

2.1.1. Justify the reasons for preserving traditional seafaring and navigational knowledge and skills.


English

2.1.2. Understand and evaluate traditional knowledge, beliefs and skills and their place in modern life.


English

strAnd d: vOYAges And revivAL – curricuLum FrAmeWOrk



151


strAnd d: vOYAges And revivAL – mArking scheme


1.1.1. Describe and explain traditional open ocean voyages e.g. Sawei voyages.

1.1.2. Describe the survival skills needed for open ocean voyaging.

1.2.1. Explain the role of voyaging societies such as the Polynesian Voyaging Society.

1.2.2. Describe initiatives in their own countries and around the Pacific to revive and preserve traditional navigation and canoe building.

1.2.3. Describe at least one modern open ocean voyage.

2.1.1. Justify the reasons for preserving traditional seafaring and navigational knowledge and skills.

2.1.2. Identify and discuss the core knowledge, beliefs and skills about seafaring which have traditionally been of great value in their own culture.



152



Sugg

estio

ns fo

r C

urri

culu

m E

ntry

Poi

nts

Soci

al/C

ultu

ral S

tudi

es

His

tory

Soci

al/C

ultu

ral S

tudi

es

Scie

nce

(b

iolo

gy, m

edic

ine)

Revi

ew a

nd c

onso

lidat

e le

arni

ng

Lear

ning

exp

erie

nces

Verb

al E

xpla

natio

n Q

uest

ion

& a

nsw

er

Expo

sitio

n an

d ex

plan

atio

n Q

uest

ions

& a

nsw

ers

Pair

wor

k: w

rite

a lis

t of e

ssen

tial s

urvi

val s

kills

Col

lect

med

icin

al p

lant

s an

d pl

ants

trad

ition

ally

us

ed to

mak

e se

awat

er d

rinka

ble

Sum

mar

y of

con

tent

Q

uest

ions

& a

nsw

ers

Lear

ning

res

ourc

es

Lear

ner’s

Tex

t (pp

.7–8

and

p.4

8)

Inte

ract

ive

reso

urce

(The

Can

oe Is

th

e Pe

ople

CD

-RO

M o

r web

site)

: Vo

yage

s an

d Re

viva

l

Lear

ner’s

Tex

t (p.

48)

Inte

ract

ive

reso

urce

: Voy

ages

an

d Re

viva

l – T

radi

tiona

l Vo

yage

s

Plan

ts c

olle

cted

at h

ome

Obj

ectiv

esLe

arne

rs w

ill b

e ab

le to

:

Und

erst

and

the

reas

ons

for s

tudy

ing

the

subj

ect a

rea

and

Stra

nd D

1.1.

1. D

escr

ibe

and

expl

ain

tradi

tiona

l op

en o

cean

voy

ages

e.g

. Saw

ei v

oyag

es

1.1.

2. D

escr

ibe

the

surv

ival

ski

lls n

eede

d fo

r ope

n oc

ean

voya

ging

Reca

p an

d su

mm

ary

of

sub

Top

ic

stA

rn

d d

: vO

YA

ge

s A

nd

re

viv

AL

Less

on 1

.1. V

oyag

es a

nd R

eviv

al: T

radi

tiona

l Voy

ages



Feat

ures

of t

his

less

on

Purp

ose,

sup

port

s an

d ch

alle

nges

in th

e le

sson

In th

is le

sson

stu

dent

s w

ill in

crea

se u

nder

stan

ding

of

tradi

tiona

l voy

ages

and

ass

ocia

ted

surv

ival

ski

lls. T

hey

will

com

plet

e th

e ch

alle

nge

to fi

nd s

urvi

val m

ater

ials

(e.g

. pla

nts)

in th

eir m

oder

n w

orld

.

Intr

oduc

ing

the

less

on

Link

s to

stu

dent

s’ p

rior

kno

wle

dge,

and

voc

abul

ary

Voca

bula

ry: o

pen

ocea

n vo

yage

s, s

urvi

val s

kills

Shar

e w

ith th

e st

uden

ts th

e le

arni

ng g

oals

for t

his

less

on: t

o be

abl

e to

des

crib

e an

d ex

plai

n (a

) tra

ditio

nal

open

oce

an v

oyag

es; a

nd (b

) the

sur

viva

l ski

lls n

eede

d fo

r ope

n oc

ean

voya

ging

.

Ask

the

stud

ents

if th

ey h

ave

ever

bee

n on

a o

pen

ocea

n vo

yage

and

how

the

skill

s re

quire

d di

ffer f

rom

th

ose

need

ed fo

r sai

ling

in a

lago

on. I

ntro

duce

the

mat

eria

l in

the

Lear

ner’s

Tex

t (‘V

oyag

es a

nd R

eviv

al:

Trad

ition

al v

oyag

es’)

and

inte

ract

ive

reso

urce

and

fa

cilit

ate

stud

y of

this

mat

eria

l. Th

e st

uden

ts li

sten

to

an a

ccou

nt g

iven

by

the

teac

her b

efor

e w

ritin

g a

list

of e

ssen

tial s

urvi

val s

kills

, and

dra

win

g an

d la

belli

ng

grap

hics

of p

lant

s us

ed tr

aditi

onal

ly to

ena

ble

crew

m

embe

rs to

drin

k se

awat

er.

Dis

cuss

ion

Sam

ple

ques

tions

to p

rom

ote

criti

cal t

hink

ing

and

link

to th

e pu

rpos

e

Can

you

des

crib

e an

d ex

plai

n tra

ditio

nal o

pen

ocea

n vo

yage

s?

Can

you

des

crib

e th

e su

rviv

al s

kills

nee

ded

for o

pen

ocea

n vo

yagi

ng?

Can

you

iden

tify

plan

ts w

hich

trad

ition

ally

cou

ld b

e us

ed

to e

nabl

e th

e cr

ew to

drin

k se

awat

er?

Teac

hing

to h

elp

stud

ents

lear

n

Usi

ng fe

edba

ck

To a

ssist

the

teac

her u

nder

stan

d th

e ex

tent

to w

hich

the

stud

ents

can

app

ly k

now

ledg

e co

vere

d in

this

less

on,

guid

e th

e st

uden

ts in

usin

g a

Cat

egor

izin

g G

rid. I

n th

is ta

sk s

tude

nts

are

give

n a

grid

con

tain

ing

two

or th

ree

mai

n ca

tego

ries

plus

a s

cram

bled

list

of t

erm

s fro

m th

is le

sson

. Th

e st

uden

ts w

ork

on th

eir o

wn

to s

ort t

he te

rms

into

the

cate

gorie

s, a

nd s

hare

resu

lts e

ither

with

the

teac

her,

or in

pa

irs w

ith th

e te

ache

r obs

ervi

ng a

nd p

rovi

ding

adv

ice

that

is

posit

ive

yet i

dent

ifies

furth

er le

arni

ng p

oint

s.

Mor

e in

form

atio

n ab

out e

xper

t tea

chin

g m

etho

ds c

an

be fo

und

in th

e se

ctio

n W

hat h

elps

Pac

ific

stud

ents

lear

n (p

.28)

Con

nect

ing

with

the

com

mun

ity

Whe

re p

ossib

le in

volv

e lo

cal c

anoe

sai

ling

expe

rts

in th

e sh

arin

g of

sto

ries

invo

lvin

g tra

ditio

nal v

oyag

es.

Ensu

re s

tude

nts

are

are

able

to re

ceiv

e th

is kn

owle

dge

and

the

spea

ker i

n a

resp

ectfu

l, cu

ltura

lly a

ppro

pria

te

way

.

See

also

the

sect

ion

How

teac

hers

can

link

com

mun

ity

know

ledg

e w

ith th

e cl

assr

oom

.

Whe

re to

nex

t?

Prog

ress

ion

leve

ls

Col

lect

and

reco

rd in

form

atio

n ab

out t

radi

tiona

l dee

p w

ater

voy

ages

. Ide

ntify

pos

sible

pro

blem

s re

latin

g to

su

rviv

al o

n tra

ditio

nal d

eep

sea

voya

ges.

Mak

e a

choi

ce

abou

t a p

refe

rred

act

ion

in re

latio

n to

one

of t

hese

pr

oble

m a

nd ju

stify

that

cho

ice.

Furt

her

reso

urce

s

How

e, K

. (20

07).

Vaka

Moa

na: v

oyag

es o

f the

an

cest

ors.

Auc

klan

d, N

ew Z

eala

nd: D

avid

Ba

tem

an L

td.

Addi

tiona

l res

ourc

es c

an a

lso b

e fo

und

on th

e in

tera

ctiv

e re

sour

ce T

he C

anoe

Is th

e Pe

ople

(CD

-RO

M

or o

nlin

e).

str

An

d d

: vO

YA

ge

s A

nd

re

viv

AL

– Le

ss

On

1.1

. vO

YA

ge

s A

nd

re

viv

AL:

tr

Ad

itiO

nA

L v

OY

Ag

es

Stu

dy G

uide



Sugg

estio

ns fo

r C

urri

culu

m E

ntry

Poi

nts

Soci

al/C

ultu

ral S

tudi

es

Soci

al/C

ultu

ral S

tudi

es

Engl

ish

Soci

al/C

ultu

ral S

tudi

es

Revi

ew a

nd c

onso

lidat

e le

arni

ng

Lear

ning

exp

erie

nces

Expo

sitio

n Q

uest

ion

and

answ

ers

Gue

st s

peak

er

Expo

sitio

n an

d ex

plan

atio

n Q

uest

ions

& a

nsw

ers

Repo

rt w

ritin

g: d

escr

ibe

the

voya

ge o

f the

H

okul

e’a

in 1

980

or a

voy

age

unde

rtake

n by

a c

anoe

from

thei

r cou

ntry

Sum

mar

y of

con

tent

Que

stio

ns &

ans

wer

s

Lear

ning

res

ourc

es

Gue

st S

peak

er

Lear

ner’s

Tex

t (p.

49)

Inte

ract

ive

reso

urce

(The

Can

oe Is

th

e Pe

ople

CD

-RO

M o

r web

site)

: Vo

yage

s an

d Re

viva

l – M

oder

n Vo

yage

s

Lear

ner’s

Tex

t (pp

.49–

52)

Inte

ract

ive

reso

urce

: Voy

ages

and

Re

viva

l – M

oder

n Vo

yage

s

Obj

ectiv

esLe

arne

rs w

ill b

e ab

le to

:

Reca

ll an

d re

view

lear

ning

in

prev

ious

cla

ss

1.2.

1. E

xpla

in th

e ro

le o

f voy

agin

g so

ciet

ies

such

as

the

Poly

nesia

n Vo

yagi

ng S

ocie

ty

1.2.

2. D

escr

ibe

initi

ativ

es in

thei

r co

untry

and

aro

und

the

Paci

fic

to re

vive

and

pre

serv

e tra

ditio

nal

navi

gatio

n an

d ca

noe

build

ing

1.2.

3. D

escr

ibe

at le

ast o

ne m

oder

n op

en o

cean

voy

age

Reca

p an

d su

mm

ary

of s

ub to

pic

str

An

d d

: vO

YA

ge

s A

nd

re

viv

AL

Less

on 1

.2. V

oyag

es a

nd R

eviv

al: M

oder

n Vo

yage

s



Feat

ures

of t

his

less

on

Purp

ose,

sup

port

s an

d ch

alle

nges

in th

e le

sson

This

less

on fo

cuse

s on

mod

ern

voya

ges

aim

ed a

t re

vivi

ng a

nd p

rese

rvin

g lo

cal a

nd re

gion

al c

ultu

re a

nd

tradi

tions

. Gro

win

g aw

aren

ess

of th

ese

effo

rts w

ill

help

dev

elop

a p

ride

in h

erita

ge, c

ultu

re, l

angu

age.

So

me

stud

ents

may

be

chal

leng

ed b

y th

e ac

tivity

to

com

plet

e an

d re

port

on a

rese

arch

pro

ject

usin

g co

rrec

t stru

ctur

e, g

ram

mar

, etc

. Gui

danc

e on

rese

arch

an

d pr

esen

tatio

n m

ay b

e ne

eded

.

Intr

oduc

ing

the

less

on

Link

s to

stu

dent

s’ p

rior

kno

wle

dge,

and

voc

abul

ary

Voca

bula

ry: v

oyag

ing

soci

etie

s, re

viva

l, pr

eser

vatio

n.

Shar

e w

ith th

e st

uden

ts th

e le

arni

ng g

oals

for t

his

less

on, a

ssoc

iate

d w

ith m

oder

n vo

yage

s. A

sk th

e st

uden

ts if

any

hav

e se

en o

r hea

rd a

bout

mod

ern

open

oce

an v

oyag

es b

y Pa

cific

nav

igat

ors.

Ask

them

w

hy th

ese

mig

ht b

e im

porta

nt. I

ntro

duce

the

role

of

voya

ging

soc

ietie

s su

ch a

s th

e Po

lyne

sian

Voya

ging

So

ciet

y an

d de

scrib

e in

itiat

ives

in th

eir o

wn

coun

tries

an

d ar

ound

the

Paci

fic to

revi

ve a

nd p

rese

rve

tradi

tiona

l nav

igat

ion

and

cano

e bu

ildin

g. H

ighl

ight

th

e m

ater

ials

in th

e Le

arne

r’s T

ext a

nd in

tera

ctiv

e re

sour

ce a

nd a

sk th

e st

uden

ts to

con

sider

this

mat

eria

l in

ord

er to

pre

pare

a s

et o

f que

stio

ns fo

r a v

isitin

g sp

eake

r who

will

talk

abo

ut re

gion

al a

nd/o

r nat

iona

l in

itiat

ives

.

Dis

cuss

ion

Sam

ple

ques

tions

to p

rom

ote

criti

cal t

hink

ing

and

link

to th

e pu

rpos

e

Can

you

exp

lain

the

role

of v

oyag

ing

soci

etie

s su

ch a

s th

e Po

lyne

sian

Voya

ging

Soc

iety

?

Can

you

des

crib

e in

itiat

ives

in y

our o

wn

coun

try a

nd

arou

nd th

e Pa

cific

to re

vive

and

pre

serv

e tra

ditio

nal

navi

gatio

n an

d ca

noe

build

ing?

Can

you

des

crib

e at

leas

t one

mod

ern

open

oce

an

voya

ge?

Teac

hing

to h

elp

stud

ents

lear

n

Usi

ng fe

edba

ck

To a

ssist

the

teac

her u

nder

stan

d th

e ex

tent

to w

hich

the

stud

ents

kno

w a

nd u

nder

stan

d m

ater

ial c

over

ed in

this

less

on, u

se th

e M

inut

es a

nd M

uddy

act

ivity

:

Min

utes

: Tak

e th

e la

st fi

ve m

inut

es o

f cla

ss a

nd h

ave

the

stud

ents

sum

mar

ise th

e m

ain

idea

s th

ey g

ot fr

om th

is le

sson

.

Mud

dies

t Poi

nt: S

imila

r to

the

Min

ute

Pape

r, bu

t th

ey w

rite

abou

t the

poi

nt th

ey h

ad th

e m

ost d

iffic

ulty

un

ders

tand

ing.

This

info

rmat

ion

is sh

ared

in w

ritin

g w

ith th

e te

ache

r, w

ho

prov

ides

feed

back

to th

e st

uden

t.

Mor

e in

form

atio

n ab

out e

xper

t tea

chin

g m

etho

ds c

an

be fo

und

in th

e se

ctio

n W

hat h

elps

Pac

ific

stud

ents

lear

n (p

.28)

Con

nect

ing

with

the

com

mun

ity

Whe

re p

ossib

le in

volv

e lo

cal c

anoe

nav

igat

ion

expe

rts

in th

e sh

arin

g of

sto

ries

invo

lvin

g fin

ding

land

. On

com

plet

ion

of le

sson

act

iviti

es p

repa

re a

disp

lay

and

pres

enta

tion

cove

ring

Stra

nd D

: Bec

omin

g a

Nav

igat

or

and

Nav

igat

ion.

Invi

te o

ther

stu

dent

s, te

ache

rs, p

aren

ts

and

fam

ily m

embe

rs to

vie

w th

e di

spla

y.

See

also

the

sect

ion

How

teac

hers

can

link

com

mun

ity

know

ledg

e w

ith th

e cl

assr

oom

.

Whe

re to

nex

t?

Prog

ress

ion

leve

ls

Expl

ain

reas

ons

for a

nd c

onse

quen

ces

of d

iffer

ing

valu

es

posit

ions

abo

ut th

e im

porta

nce

of m

oder

n vo

yage

s to

re

vive

and

pre

serv

e tra

ditio

nal n

avig

atio

n an

d ca

noe

build

ing.

Iden

tify

way

s of

reso

lvin

g th

ese

issue

s.

Furt

her

reso

urce

s

How

e, K

. (20

07).

Vaka

Moa

na: v

oyag

es o

f the

anc

esto

rs.

Auck

land

, New

Zea

land

: Dav

id B

atem

an L

td.

Addi

tiona

l res

ourc

es c

an a

lso b

e fo

und

on th

e in

tera

ctiv

e re

sour

ce T

he C

anoe

Is th

e Pe

ople

(CD

-RO

M

or o

nlin

e).

str

An

d d

: vO

YA

ge

s A

nd

re

viv

AL

– Le

ss

On

1.2

. vO

YA

ge

s A

nd

re

viv

AL:

mO

de

rn

vO

YA

ge

s

Stu

dy G

uide



str

An

d d

: vO

YA

ge

s A

nd

re

viv

AL

Less

on 2

.1. V

alui

ng T

radi

tiona

l Pac

ific

Nav

igat

ion:

Key

Fea

ture

s of

Indi

geno

us P

acifi

c W

ayfin

ding

Obj

ectiv

esLe

arne

rs w

ill b

e ab

le to

:

Reca

ll an

d re

view

lear

ning

in p

revi

ous

clas

s

2.1.

1. Ju

stify

the

reas

ons

for p

rese

rvin

g tra

ditio

nal s

eafa

ring

and

navi

gatio

nal

know

ledg

e an

d sk

ills

2.1.

2. U

nder

stan

d an

d ev

alua

te

tradi

tiona

l kno

wle

dge,

bel

iefs

and

ski

lls

and

thei

r pla

ce in

mod

ern

life

Reca

p an

d su

mm

ary

of S

trand

D

Sugg

estio

ns fo

r C

urri

culu

m E

ntry

Poi

nts

Soci

al/C

ultu

ral S

tudi

es

Engl

ish

Soci

al/C

ultu

ral S

tudi

es

Engl

ish

Revi

ew a

nd c

onso

lidat

e le

arni

ng

Lear

ning

exp

erie

nces

Expo

sitio

n Q

uest

ion

and

answ

ers

Que

stio

ns &

ans

wer

s W

ork

with

inte

ract

ive

reso

urce

and

Lea

rner

’s T

ext

Deb

ate:

‘Ind

igen

ous

navi

gatio

n in

the

Paci

fic,

alth

ough

it is

an

impo

rtant

par

t of t

he P

acifi

c Is

land

co

untri

es’ h

istor

ical

and

cul

tura

l her

itage

, has

no

plac

e in

mod

ern

life.

’ (tw

o de

batin

g te

ams

of fo

ur

and

inte

rven

tions

by

the

rest

of t

he c

lass

)

Gue

st s

peak

er

Sum

mar

y of

con

tent

Q

uest

ions

& a

nsw

ers

Gro

up w

ork:

in g

roup

s of

thre

e, p

lan

and

prep

are

a sh

ort o

ral p

rese

ntat

ion

abou

t tra

ditio

nal b

elie

fs

and

seaf

arin

g an

d th

eir p

lace

in m

oder

n lif

e

Que

stio

ns &

ans

wer

s As

signm

ent D

2.1:

indi

vidu

al re

port

abou

t mod

ern

day

indi

geno

us n

avig

atio

n in

the

Paci

fic

Lear

ning

res

ourc

es

Lear

ner’s

Tex

t (p.

49)

Inte

ract

ive

reso

urce

(The

Can

oe Is

th

e Pe

ople

CD

-RO

M o

r web

site)

: Vo

yage

s an

d Re

viva

l

Gue

st s

peak

er

Lear

ner’s

Tex

t (p.

47 a

nd 4

9–52

) In

tera

ctiv

e re

sour

ce:

Voya

ges

and

Revi

val

Blac

klin

e M

aste

r Ass

ignm

ent D

.1



Feat

ures

of t

his

less

on

Purp

ose,

sup

port

s an

d ch

alle

nges

in th

e le

sson

This

less

on is

the

final

sta

ge in

this

stra

nd.

A n

ew a

rea

of s

tudy

is th

e ro

le o

f sen

sory

and

in

telle

ctua

l nav

igat

ion

in P

acifi

c na

viga

tion.

A

chal

leng

e w

ill b

e to

mai

ntai

n th

e ba

lanc

e be

twee

n sc

hool

-bas

ed a

nd c

omm

unity

-bas

ed s

ourc

es a

nd

‘ow

ners

hip’

of t

hese

kno

wle

dge

base

s.

Intr

oduc

ing

the

less

on

Link

s to

stu

dent

s’ p

rior

kno

wle

dge

and

voca

bula

ry

Voca

bula

ry: s

enso

ry, i

ntel

lect

ual,

deba

te

Shar

e w

ith th

e st

uden

ts th

e le

arni

ng g

oals

for t

his

less

on –

to b

e ab

le to

des

crib

e an

d ex

plai

n th

e ke

y fe

atur

es o

f ind

igen

ous

Paci

fic w

ayfin

ding

, and

just

ify

the

reas

ons

for p

rese

rvin

g tra

ditio

nal s

eafa

ring

and

navi

gatio

nal k

now

ledg

e an

d sk

ills.

Intro

duce

the

rele

vant

mat

eria

l in

the

Lear

ner’s

Tex

t an

d in

tera

ctiv

e re

sour

ce a

nd fa

cilit

ate

expl

orat

ion

of

thes

e m

ater

ials.

Som

e di

scus

sion

on d

ebat

ing

rule

s m

ay b

e ne

eded

.

Dis

cuss

ion

Sam

ple

ques

tions

to p

rom

ote

criti

cal t

hink

ing

and

link

to th

e pu

rpos

e

Wha

t are

reas

ons

for p

rese

rvin

g tra

ditio

nal s

eafa

ring

and

navi

gatio

nal k

now

ledg

e an

d sk

ills?

How

do

sens

ory

and

inte

llect

ual n

avig

atio

n pl

ay a

par

t in

Paci

fic n

avig

atio

n?

Wha

t are

the

core

kno

wle

dge,

bel

iefs

and

ski

lls a

bout

se

afar

ing

whi

ch h

ave

tradi

tiona

lly b

een

of g

reat

val

ue in

yo

ur o

wn

cultu

re?

Teac

hing

to h

elp

stud

ents

lear

n

Usi

ng fe

edba

ck

1. S

tran

d D

: Cla

ssro

om O

pini

on P

olls:

Stu

dent

s res

pond

to

a su

rvey

or b

y ha

nd-r

aisin

g an

d qu

ick

coun

ts to

ite

ms p

rese

nted

by

the

teac

her i

n th

is le

sson

(e.g

. ‘th

at tr

aditi

onal

seaf

arin

g an

d na

viga

tion

shou

ld

be p

rese

rved

’). T

he te

ache

r can

not

e w

ho c

hose

ea

ch a

ltern

ativ

e an

d in

indi

vidu

al in

terv

iew

s ask

for

reas

onin

g be

hind

the

choi

ce to

che

ck k

now

ledg

e ba

se o

f crit

ical

thin

king

.

2. S

tran

d A-

D: A

nnot

ated

Por

tfolio

s: S

tude

nts

prov

ide

a sa

mpl

ing

of th

eir w

ork

for e

ach

of th

e fo

ur

stra

nds

alon

g w

ith b

rief a

naly

ses

of h

ow e

ach

dem

onst

rate

s th

eir g

rasp

of a

giv

en c

once

pt

cove

red

in e

ach

topi

c.

Mor

e in

form

atio

n ab

out e

xper

t tea

chin

g m

etho

ds c

an

be fo

und

in th

e se

ctio

n W

hat h

elps

Pac

ific

stud

ents

lear

n (p

.28)

Con

nect

ing

with

the

com

mun

ity

Whe

re p

ossib

le in

volv

e lo

cal c

anoe

nav

igat

ion

expe

rts

in th

e sh

arin

g of

sto

ries

invo

lvin

g tra

ditio

nal a

nd

mod

ern

voya

ges.

On

com

plet

ion

of le

sson

act

iviti

es

prep

are

a di

spla

y an

d pr

esen

tatio

n co

verin

g St

rand

D

. Inv

ite o

ther

stu

dent

s, te

ache

rs, p

aren

ts a

nd fa

mily

m

embe

rs to

atte

nd th

e de

bate

and

vie

w th

e di

spla

y.

See

also

the

sect

ion

How

teac

hers

can

link

com

mun

ity

know

ledg

e w

ith th

e cl

assr

oom

.

Whe

re to

nex

t?

Prog

ress

ion

leve

ls

Gen

erat

e a

rang

e of

pos

sible

sol

utio

ns to

pro

blem

s th

at c

ould

aris

e am

ongs

t gro

ups

expl

orin

g th

e re

ason

s fo

r pre

serv

ing

tradi

tiona

l sea

farin

g an

d na

viga

tiona

l kn

owle

dge

and

skill

s. Id

entif

y w

ays

of re

solv

ing

issue

s ar

ising

from

diff

erin

g va

lue

posit

ions

.

Furt

her

reso

urce

s

How

e, K

. (20

07).

Vaka

Moa

na: v

oyag

es o

f the

an

cest

ors.

Auc

klan

d, N

ew Z

eala

nd: D

avid

Ba

tem

an L

td.

Addi

tiona

l res

ourc

es c

an a

lso b

e fo

und

on th

e in

tera

ctiv

e re

sour

ce T

he C

anoe

Is th

e Pe

ople

(CD

-RO

M

or o

nlin

e).

str

An

d d

: vO

YA

ge

s A

nd

re

viv

AL

– Le

ss

On

2.1

. vA

Luin

g t

rA

dit

iOn

AL

PA

ciF

ic n

Av

igA

tiO

n: t

he

ke

Y F

eA

tur

es

OF

ind

ige

nO

us

PA

ciF

ic W

AY

Fin

din

g

Stu

dy G

uide



159

strAnd d: vOYAges And revivAL – LessOn 2.1. vALuing trAditiOnAL PAciFic nAvigAtiOn: the keY FeAtures OF indigenOus PAciFic WAYFinding

Assignement d2.1

Carry out individual research, share information with other students and write an individual report about modern day indigenous navigation in the Pacific including information on:

What is non-instrument navigation/indigenous navigation?

Recent attempts to preserve and revive indigenous navigation.

The role of voyaging societies. Is there one in your country?

Something that is happening in your own country.

NOTES:



160


Listen to an account given by their teacher.

Collect plants which traditionally could be used to enable the crew to drink seawater.

Invite a guest speaker from a national organisation (e.g. a Traditions Committee) to give a talk about regional initiatives.

Invite a guest speaker to give a talk about local initiatives.

Listen to an account given by their teacher.

Write a short report to describe the voyage of the Hokule’a in 1980 or a voyage undertaken by a canoe from their country.

Organise and conduct a class debate.

Form a panel to discuss views.

Write an essay on the similarities and differences between Micronesian and Polynesian non instrument navigation.

Write a report on Non Instrument navigation in the Pacific. Make a short oral presentation about traditional beliefs and seafaring practices and their place in modern life.

Do a team project that promotes the preservation and maintenance of their own seafaring heritage, culture and artistic expression, and which demonstrates a strong sense of self worth and an openness and respect for the customs, values and beliefs of other people in the Pacific Region.

Sub topic

1.1. Traditional Voyages

1.2. Modern Voyages

2.1. The Key Features of Indigenous Pacific Wayfinding

topic

1. Voyages and Revival

2. Valuing Traditional Pacific Navigation

strAnd d: vOYAges And revivAL

further actIvItIes




School:................................................................................. Date:.......................













Any other comments:

strAnd d: vOYAges And revivAL





162


Assignment


163

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Alkire, W. H. (1970). ‘Systems of Measurement on Woleai Atoll, Caroline Islands’. Anthropos, 65, pp.1–73

Alpers, A. (1987). The World of the Polynesians. Auckland: Oxford University Press

Anonymous. (2000). Nga Taonga o Aotearoa: Treasures of New Zealand. Wellington: Creative New Zealand

Ashby, G., (ed.). (1989). Never and Always: Micronesian Legends, Fables, and Folklore. Oregon: Rainy Day Press

Ashby, G., ed. (1985). Micronesian Customs and Beliefs: Revised Edition. Oregon: Rainy Day Press

Ashton, L. (2000). Where Did We Come From?. Mana Magazine, 33, pp.28–39

Babayan, C., Finney, B., Kilonshy, B., and Thompson, N. (1987). Voyage to Aotearoa. The Journal of the Polynesian Society, 96 (2), 161–200

Bader, H. & McCurdy, P. (1999). Proceedings of the Waka Moana Symposium 1996. Auckland: National Maritime Museum Te Huiteananui-a-Tangaroa

Bellwood, P. (1979). Man’s Conquest of the Pacific. NY: Oxford University Press

Brower, K. (1983). A Song for Satawal. New York: Harper & Row

Burrows, E. G. (1963). Flower in My Ear: Arts and Ethos on Ifaluk Atoll. Seattle: University of Washington Press

Crawford, P. (1993). Nomads of the Wind: A Natural History of Polynesia. London: BBC Books

Davenport, W. H. (1953). Marshallese Folklore Types. Journal of American Folklore, 66(261), 219–237

Davis, T. (1992). Vaka: Saga of a Polynesian Canoe. Rarotonga and Suva: Institute of Pacific Studies, University of the South Pacific in association with Polynesian Press, Auckland

Dodd, E. (1972). Polynesian Seafaring. New York: Dodd & Mead

Emory, K. P. Flying Spray. The Conch Shell, 2, 2

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164

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Grey, E. (1951). Legends of Micronesia: Book Two. High Commissioner, Trust Territory of the Pacific Islands, Department of Education



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Grimble, A. & Maude, H. E., (ed.). (1989). Tungaru Traditions: Writings on the Atoll Culture of the Gilbert Islands. Honolulu: University of Hawaii Press

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LeBar, F. M. Some Aspects of Canoe and House Construction on Truk. Ethnology, 2(1), 55–69

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Lewis, D. (1977). Mau Piailug’s Navigation of Hokulea from Hawaii to Tahiti. In Brislin, R. W., & Hammett M. P. (Eds.). Topics in Culture Learning, 5, pp.1–23, Honululu: East–West Center Learning Institute

Malo, D. (1951). Hawaiian Antiquities pp.126–132. Honolulu: Bishops Museum Press

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Ward, R., & Webb, J. W., (1973). Settlement of Polynesia. Canberra: ANU Press



167

WebsitesAustralian Broadcasting Association (ABC) Online – Charting the

Pacific www.abc.net.au/ra/pacific/people/default.htm

Bishop Museum – Challenge of the Wind www2.bishopmuseum.org/anthro/voyage/index.htm

The Canoe Is the People: Indigenous Navigation in the Pacific (in English and Maori) www.canoeisthepeople.org

Celestial navigators bridged vast Oceania. By Susan Kreifels, Star-Bulletin http://starbulletin.com/1999/04/19/news/story1.html

Local and Indigenous Knowledge Systems (LINKS) project website, UNESCO www.unesco.org/links

Marshalls digital micronesia – An Electronic Library and Archive of Primary Source http://marshall.csu.edu.au/Marshalls/index2.html

Moving Images Website at the University of Hawaii www.hawaii.edu/oceanic/film

Oceania Voyaging Canoes on www.Janesoceania.com/oceania_voyaging

Pacific Traditions Society – Vaka Taumako Project www.pacifictraditions.org/vaka

Polynesian Voyaging Society http://pvs.kcc.hawaii.edu

Public Broadcasting Service (PBS) – Wayfinders www.pbs.org/wayfinders/polynesian.html

Riding Ancient Waves by Lisa Rogers http://www.neh.gov/humanities/1999/mayjune/feature/riding-ancient-waves

The University of Pennsylvannia Museum of Archaeology and Anthropology www.penn.museum/sites/navigation/intro.html



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Readings about ethnomathematics & ethnoscienceAscher, Marcia (1991). Ethnomathematics: A Multicultural View of

Mathematical Ideas. Pacific Grove, Calif.: Brooks/Cole. ISBN 0-412-98941-7

D’Ambrosio. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the Learning of Mathematics, 5, 44–8

Luitel, Bal Chandra and Taylor, Peter. (2007). The shanai, the pseudosphere and other imaginings: Envisioning culturally contextualised mathematics education. Cultural Studies of Science Education 2(3)

Powell, Arthur B., and Marilyn Frankenstein (eds.) (1997). Ethnomathematics: Challenging Eurocentrism in Mathematics Education. Albany, NY: State University of New York Press. ISBN 0-7914-3351-X

Davison, D., Miller, K. (1998). An Ethnoscience Approach to Curriculum Issues for American Indian Students. School Science and Mathematics, v98 n5, pp.260–65

Online resources about indigenous navigation, ethnomathematics & ethnoscienceAkerblom, K. (1968). Astronomy and navigation in Polynesia and

Micronesia http://www.ethnomath.org/resources/akerblom1968.pdf

Akimichi, T. (1980). Storm star and the ethnometerology on Satawal http://www.ethnomath.org/resources/akimichi1980.pdf

Buck, P. (1911). Some notes on the small outrigger canoes to Niue Fekai http://www.ethnomath.org/resources/buck1911.pdf

Best, E. (1925). The Maori canoe: An account of various types of vessels used by the Maori of New Zealand in former times, with some description of those of the isles of the Pacific, and a brief account of the peopling of New Zealand http://www.ethnomath.org/resources/best1925a.html

Davenport, W. (1960). Marshall Island Navigational Charts http://www.ethnomath.org/resources/davenport1960.pdf

Ethnomathematics: a rich cultural diversity (2002) http://science.org.au/nova/073/073key.html



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Gladwin, T. (1958). Canoe travel in the Truk area: Technology and its psychological correlates http://www.ethnomath.org/resources/gladwin1958.pdf

Goetzfridt, N. (2003). Polynesian bibliography http://www.ethnomath.org/resources/goetzfridt2004b.pdf

Halpern, M. (1986). Sidereal compasses: a case for Carolinian-Arab links http://www.ethnomath.org/resources/halpern1986.pdf

Hamilton, A. (1911). Notes on a model canoe from Mangaia, Cook group http://www.ethnomath.org/resources/hamilton1911.pdf

Hawaiian and Micronesian star compasses http://pvs.kcc.hawaii.edu/ike/hookele/star_compasses.html

Henry, T. (1928). Ancient Tahiti http://www.ethnomath.org/resources/henry1928.pdf

Hornell, J. (1930). Outrigger-attachments in the Society Islands http://www.ethnomath.org/resources/hornell1930.pdf

Kursh, C. (1974). Starpaths: Linear constellations in tropical navigation http://www.ethnomath.org/resources/kursh1974.pdf

Legdesog, C. (1996). Reading the wind - navigation and environment: Teacher’s guide http://www.ethnomath.org/resources/prel1996.pdf

Lewthwaite, G. (1967). Geographical knowledge of the Pacific peoples http://www.ethnomath.org/resources/lewthwaite1967.pdf

Luck, M. (1972). The preliminary foundation of Puluwatan navigational cognition http://www.ethnomath.org/resources/luck1972.pdf

Lyons, H. (1928). The Sailing Charts of the Marshall Islanders http://www.ethnomath.org/resources/lyons1928.pdf

Makemson, M. (1939). Hawaiian astronomical concepts II http://www.ethnomath.org/resources/makemson1939.pdf

Matsuoka, S. (1917). Navigation techniques of the South Sea Islanders http://www.ethnomath.org/resources/matsuoka1917.pdf

Rodman, H. (1928). The sacred calabash http://www.ethnomath.org/resources/rodman1928.pdf



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Source: Oliver p.372

Single outrigger canoe from Anchorite Island



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posTer and map



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The LINKS project recognises the importance of providing curriculum materials to help support learning about indigenous navigation in the Pacific. With this in mind, a poster has been developed that illustrates key concepts and practices described in the interactive resource, Teacher’s Manual and Learner’s Text for The Canoe Is the People.

Learning about aspects of indigenous navigation would also be enhanced by reference to a map of the Pacific region. Key items for highlighting with a map include:

Naming of likely points of origin.

Naming of other places referred to in the interactive resource and Learner’s Text.

Showing the likely migration of Pacific people.

Showing the direction of the trade winds and equatorial currents.

Showing the routes of at least three modern voyages.

Showing examples of sea marks/sea life – e.g. major reefs, migratory routes of whales and tuna.

The map of the Pacific region and the poster showing aspects of indigenous navigation are important visual learning aids and teaching resources.

Please find the map and poster in the plastic pocket inserted after the Teacher’s Manual.



Local and IndigenousKnowledge Systems

United NationsEducational, Scientific and

Cultural Organization


Download - The Canoe Is The People TEACHER’S MANUAL - UNESCO · The Canoe Is The People TEACHER’S MANUAL Local and Indigenous Knowledge Systems United Nations ... It is believed that the

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