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Study Guide and
Teacher’s Manual for
Reef and Rainforest

An Environmental Encyclopedia and Wiki of Marovo Lagoon, Solomon Islands
An Open Education Resource Project
Written by Edvard Hviding
United Nations Local and Indigenous

Educational, Scientific and Knowledge Systems
Cultural Organization
Marovo TM Lessons E 2015.indd 1 10/08/15 16:55

This book should be cited as
Study Guide and Teacher’s Manual: Reef and Rainforest – An Environmental Encyclopedia and Wiki of
Marovo Lagoon, Solomon Islands – An Open Education Resource Project. 2015. UNESCO: Paris, 48 pp.
The author of Reef and Rainforest and of this Study Guide and Teacher’s Manual, Edvard Hviding, is
professor of social anthropology at the University of Bergen, Norway. Since 1986, he has carried out
more than 23 years of field research in the Marovo Lagoon of Solomon Islands, where to this day he
continues his work with the Marovo people. Reef and Rainforest, an encyclopedia of the local knowledge
of the coral reef and rainforest environments of the lagoon, was written and published upon the Marovo
people’s request. It is hoped that it will encourage young Solomon Islanders to continue to learn from
the knowledgeable men and women of their villages, and that it may serve as a catalyst for similar
undertakings in the Pacific Islands or elsewhere. Reef and Rainforest is the first publication in UNESCO’s
Knowledges of Nature series. This book resource builds on Edvard Hviding, 2010. Study Guide and
Teacher’s Manual: Reef and Rainforest – An Environmental Encyclopedia of Marovo, Lagoon Solomon Islands
– A Pilot Project in Vernacular Environmental Education for the Pacific Islands. UNESCO: Paris, 40 pp.
This UNESCO publication is a collaborative effort of the

Natural Science and Communication & Information sectors of UNESCO in Paris and Apia
Marovo Based Coordinator Coordinator

Brian Bird
Facilitators
Brian Bird, Teanau Tuiono, Aseri Yalangono & David Leeming
Patukae Editorial Team

Aseri Yalangono, Fensal Fate, Teanau Tuiono, Redley Manu, Logan Tuni, Delilah Hagety & Loiley Nonga
Design & Production

Julia Cheftel
Photography
Edvard Hviding, Teanau Tuiono, Delilah Hagety, Fensal Fate, Loiley Nonga, Jackson Busu &
Patukae Community High School
Printed in 2015 by the United Nations Educational, Scientific and Cultural Organization (UNESCO),
7 Place de Fontenoy, 73752 Paris 07 SP, France
© The People of Marovo and Edvard Hviding
The designations employed and the presentation of material throughout this publication do not imply the
expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country,
territory, city or area or its authorities, or concerning the delineation of its frontiers or boundaries. The authors
are responsible for the choice and the presentation of the facts contained in this text and for the opinions
expressed therein, which are not necessarily those of UNESCO and do not commit the Organization.
For further information please contact

Douglas Nakashima
Small Islands and Indigenous Knowledge Section
UNESCO – 1, rue Miollis, 75732 Paris Cedex 15 France
Email: links@unesco.org
The contents of this resource is made available as Open Access under the Creative Commons Attribution-
ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) license (http://creativecommons.org/licenses/by-sa/3.0/igo/)

Study Guide and
Teacher’s Manual for
Reef and Rainforest

An Environmental Encyclopedia and Wiki of Marovo Lagoon, Solomon Islands
An Open Education Resource Project
United Nations Local and Indigenous

Educational, Scientific and Knowledge Systems
Cultural Organization

View of Marovo Lagoon
from the peak of Marovo Island
Children at Duvaha Primary

School, northern Marovo
The famous Bili Passage has

always been the point of entry
for seafarers approaching the
Marovo Lagoon from the east

CONTENTS
INTRODUCTION 4
PART ONE
BACKGROUND 7
PART TWO
TEACHING AND LEARNING RESOURCES: 11
• SOLOMON ISLANDS PRIMARY SCIENCE SYLLABUS
• THE MAROVO ENCYCLOPEDIA AND WIKI
PART THREE
LESSON PLANS FOR TEACHERS USING THE SOLOMON ISLANDS
SCHOOL CURRICULUM FRAMEWORK 19
PART FOUR
LEARNERS’ EXEMPLARS: EXAMPLES FROM MAROVO 41

Study Guide and Teacher’s Manual
INTRODUCTION
In January 2005, UNESCO’s LINKS programme (Local
and Indigenous Knowledge Systems) published
the book Reef and Rainforest: An Environmental
Encyclopedia of Marovo Lagoon1 by Edvard Hviding,
henceforth referred to as the Encyclopedia. Further
details about the book and its role in the LINKS
programme can be found at: www.unesco.links
In 2010 the Encyclopedia was put online in a Wiki format,

in Marovo and English languages, as an Open Educational
Resource2 supported by a series of workshops which
added new entries and adapted many of the original
entries. Found at www.marovo.org, local contributions to
the wiki were made in various digital formats. Under the
guidance of Principal, Patukae Community High School,
Brian Bird and Under Secretary, Ministry of Education and
Human Resource Development, Aseri Yalangono, and with
support from UNESCO, training was given to the teachers
on how to manage with their students, educational
activities that generate content. This was done through
the drafting of lesson plans during the workshops, using
tools that support the on-going development of the
Marovo wiki. The project harnesses the connections 1. Knowledge of Nature
Series No. 1; 248pp; illustrated
between communication and information, education, and introduction; 10 chapters;
cultural and biological diversity, enhancing the capacity 1,211 entries in Marovo and
of local communities to transmit local environmental English – many with scientific
identifications; indexes of
knowledge using online communication tools. scientific, Marovo, Hoava
and Vangunu names; colour
photographs; maps.
The lesson plans in this Teacher’s Guide provide
information and serve as examples that illustrate 2. Open Educational Resources
ways in which teachers can make use of the (OERs) are any type of educational
materials that are in the public
Environmental Encyclopedia of Marovo Lagoon domain or introduced with an
and its associated Wiki in schools and community open license. The nature of these
open materials means that anyone
education. These Marovo resources are an outcome can legally and freely copy, use,
of an initiative by the Marovo Lagoon people. adapt and re-share them.

Introduction
UNESCO funded the original

Encyclopedia and the original Study
Guide and Teacher’s Manual along with
the development of the Encyclopedia
in Wiki format aimed at supporting
environmental education based on
local knowledge and carried out in Students using One-Laptop-
per-Child computers to identify
the vernacular languages of the Pacific Islands.
different species during a
Marovo wiki workshop
This teacher’s guide is organised into four parts:
PART ONE
Provides information on the Marovo region and raises
issues related to incorporating Indigenous Knowledge
perspectives into the formal science curriculum.
Part TWO
Integrating Indigenous Knowledge into the National
Curriculum. Gives some practical advice on how
to use the Encyclopaedia and the associated Wiki.
It provides a basic outline that illustrates how
indigenous Marovo knowledge can be taught within
the current Science Framework while still retaining
a perspective that remains distinctly Marovo.
Part three
Provides examples of Science Lesson Plans that link with
the Solomon Islands Science Syllabus Years 3, 4 and 6
focusing on one sub-strand in each year that has a direct
connection to subject matter in the Marovo resources
These lesson plans were developed, trialled and
used during the workshops held at Patukae
Community High School between 2010–2012.
Part four
Provides a number of Learners Exemplars, provided
by learners at primary and secondary schools in the
Marovo Lagoon. It gives examples of the type of
work teachers should expect from their students.

Illustration from an assignment submitted during Hinabu topa:

catching the bumphead
the UNESCO–LINKS Pilot Project trials for the parrotfish
Encyclopedia in Marovo (2005), by Jastin Hoala,
Standard 4, Tamaneke Primary School.
Note the close attention given to reef organisms and their names.

PART ONE
background
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1 10/08/15 16:55
Background to the Marovo Lagoon and its people
Located in the tropical south-western Pacific, the

Marovo Lagoon is one of the world’s largest coral
lagoons. It is formed by a globally unique elevated
barrier reef, which is intersected by passages to the
open sea. The lagoon and barrier reef cover an area
of about 700 square kilometres, and are backed by
New Georgia, Vangunu and Gatokae, three forested,
mountainous volcanic islands with extinct craters and
limestone peaks. The Marovo barrier reef extends for
about 100 kilometres from Gatokae in the southeast,
along the northern coasts of Vangunu and New Georgia
to Kalikolo/Kusaghe in the northwest. In its eastern
parts this barrier reefs forms a double chain of raised
narrow islands, with tall cliffs facing the ocean and
dense mangroves fringing the wide, deep waters of
the lagoon. By 2008, about 13,000 people lived in
villages scattered throughout the coasts of the volcanic
islands and barrier reef of the Marovo Lagoon area.
The Marovo people have occupied their lagoon and

surrounding lands for thousands of years and have a
famous history of overseas canoe travel for warfare
and trade. More recently, the Marovo Lagoon is
known as a ‘hot-spot’ of biological diversity, and a
number of international conservation organizations
have worked in the area to attempt to counter the
environmental challenges posed by the operations
of an increasing range of transnational resource
extraction companies since the 1990s. These challenges
relate in particular to widespread logging of the
rainforest by logging companies, with the frequently
contested permission of customary landowners and
often with unexpected environmental devastation as
a result. This places high pressure on certain marine
resources exploited for cash, for example, through
the international trade for live reef fish. Meanwhile,
the Marovo people have pursued their own paths

Part 1: Background
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Map: The New Georgia group

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

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The schools that participated in

the Pilot Project are shown on
this map
10

PART TWO
TEAChing & learning

resources

2 10/08/15 16:55
Recognizing the Indigenous Knowledge

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

Indigenous knowledge expert
have built up their own rich store of knowledge of Vincent Vaguni working with a
the sea and the land, of the reef and the rainforest. teacher to identify different plants
that can be used during lessons
12

Part 2: Resources
This is the Marovo people’s own science. And part of

this knowledge is documented in Reef and Rainforest:
an Environmental Encyclopedia of Marovo Lagoon.
The recognition that local and indigenous peoples have

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

1,200 entries, each of which takes as its starting point
a known Marovo name for a living organism or an
environmental feature. Look at the Marovo title of the
book: Kiladi oro vivineidi ria tingitonga pa idere oro pa
goana pa Marovo. It means ‘Names and stories of the
things of the sea and of the forest in Marovo’: it is the
names that point to the stories. Each of these stories
then has an entry given in both the Marovo language
and English. The English entries are not translations of ‘Erebachi’: one of the images
the Marovo entries, nor vice versa. Instead, the Marovo captured during the workshops
entries contain information
intended for a local Marovo
audience, including
items of knowledge that
can only be understood
through the Marovo
language and the everyday
experience of the Marovo
environment. The English
entries (many of which
include tentative scientific
identification) are intended
to be informative for non-
Marovo readers who may
be interested in the Marovo
13

Lagoon and Marovo people’s knowledge of it, either

specifically, or as an example of Indo-Pacific biological
diversity and Pacific Islands environmental knowledge.
This is in line with the wish of the Marovo people
that the wider world should be informed about
the Marovo Lagoon and the knowledge about the
lagoon and its environments held by its people.
The same content is also available online in WIki

format at the Marovo wiki www.marovo.org a web
site which enabled Marovo based teachers to add,
modify, or delete content in collaboration with
others. Text is usually written using a simplified
markup language or a rich-text editor. While a wiki
is a type of content management system, it differs
from a blog and most other such systems in that
the content is created without any defined owner or
leader. Wikis have little implicit structure, allowing
structure to emerge according to the needs of the
users. Participants in the workshops have expanded
the entries by refining and adding text and images.
Teachers taking pictures for the Wiki
14

Part 2: Resources
Integrating Indigenous Knowledge into

the National Curriculum
Teaching and Learning Resources
This book has been written to support the Solomon

Islands Primary Science syllabus with a focus on
the ‘Life and Living’ strand for Years 3 and 4 and
the ‘Living and Learning’ strand for Year 6. it has
example Lesson Plans that have been used and
trialled during workshops in the Marovo Lagoon area
to show how Marovo science can be incorporated
into formal school Teaching and Learning.
The Teacher’s Guides and associated Learner’s Books3

that are referenced in this book have been distributed
around the Marovo Lagoon and other regions around
the Solomon Islands. They represent the current
approach of the Ministry of Education and Human
Resources Development and the new curriculum for
Basic Education from Years 1 to 9 from the Curriculum
Development Division. This outcomes-based approach
to learning is based on the needs of the learners
rather than the needs of the subject. The emphasis
is not on the traditional content of the subject, but
on choosing those elements for the subject that will
be useful and valuable to learners. The curriculum
is learner-centred rather than subject-centred. 3. For each curriculum area
and for each year there is a
prescribed Teacher’s Guide and
The syllabus are organised into Strands with the collated Learner Book. Teachers now in the
Solomon Islands must now teach
focussing strands4 that have direct relevance to the from these texts. our approach
environment of the Marovo Lagoon which can utilise has been to fit in the work we
have been doing in with what
the Encyclopaedia and associated wiki. The Marovo the Ministry has developed.
encyclopaedia and wiki can also be used in other 4. Each book has strands
curriculum areas. In this respect an example from the that break up the work in the
book. things like Learning and
Social Studies syllabus is included. The lesson plan format Living. particularly from Year 3
is identical to the one used in workshops by the Ministry and up. its more general with
the younger learners. where
of Education and Human Resources Development these are relevant they are
and the Curriculum Development Division. However, mentioned in the lesson plans.
15

additional fields have been included in order to show

how a Marovo perspective can be incorporated into the
lesson. This lesson plan format will be familiar to teachers
in the Solomon Islands and is included in the appendix
of those syllabi that have been published so far.
Teaching methods
These suggestions supplement those provided in

the Solomon Islands Syllabus Teacher’s Guides.
Bringing local knowledge experts and using

mother tongue languages in school should be
encouraged when possible along with working
in partnership with the community.
Also learners should be encouraged to:
• work closely with class sets of the Encyclopedia

or access the online version. They should be
encouraged to take notes while studying, and
take the notes home with them to discuss
with parents, grandparents, and others.
• bring to school samples, for example, of leaves,

flowers or seeds of plants, seashells or fishing
gear. These can then be used together with the
Marovo resources to promote discussion in class.
• to do their own small research programmes, by

collecting information on and writing about a
particular fish, bird, plant or something else.
16

Part 2: Resources
Fieldwork and excursions
Fieldwork means any work outside the classroom.

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

knowledge and skills on a particular topic to speak to
the learners is one way of altering the normal classroom
teaching and learning. Through this process, learners
will appreciate the importance of the specialised
knowledge that people in the community have.
17

18

PART THREE
LESSON PLANS

3 10/08/15 16:55
Lesson plans supporting Indigenous Knowledge in the

Solomon Islands curriculum framework
These lesson plans are designed to link the resource

book Reef and Rainforest an Environmental Encyclopedia
of Marovo and/or its associated wiki, with the formal
Solomon Islands Curriculum Framework. The collation of
lesson plans are licensed as Open Educational Resources.
The open nature of these lesson plans allows people
to freely and legally copy, use, adapt and further share
their adaptations. Potential users include motivated
teachers from other schools in the Solomon Islands or
any school in the world who are interested in knowing
how to effectively teach environmental concepts
through an Indigenous Knowledge perspective.
With this set of Lesson Plans we focus on the Science

syllabi and in particular Years 3, 4 and 6. The intention
is that these can be duplicated or adapted to suit the
needs of other teachers. They are meant as examples.
An additional example illustrates how the Marovo
Resources can be used in the Social Studies context.
The Lesson Plans follow the format presented to

the participants of the UNESCO Open Education
Resources workshops organized by the Solomon Islands
Curriculum Development Division. These should be
familiar to teachers in the Solomon Islands. Additional
fields have been added to these lesson plans to show
how to integrate a Marovo perspective. These lesson
plans have been ordered according to year and can be
photocopied or adapted to use in other class situations.
20

Part 3: Lesson Plans
Teachers preparing lesson plans
21

Lesson Plan 1
Name of School: Class Teacher:
Year: 6
Subject: Science
Lesson Title: Date:
Similarities and Differences in different types of fish
Learning Outcome
By the end of this lesson student should be able to create models or representations of different fishes
Link to Solomon Islands Primary Science
Syllabus Year 6: Living and Learning
• Variation in living things
• Similarities and differences of living things
Marovo References: Refer to Reef and Rainforest Encyclopedia, E. Hviding
• ‘Fish and other swimming creatures of sea and river’
Introduction
• Start the lesson with a custom story or song about fish
• or story of a fishing trip (numbers and types of fish caught)
Teacher Activities: Learner Activities:
• Pose a question to the class; Can • Observe the teacher creating a model of a fish
we make a model of a fish? • In a group, learners work on models
• Teacher demonstrate using the fish, as a of fish that they are familiar with
possible example using wet clay – or other • Get the learners to display their art in a display area
materials – to shape it into a fish model
• Have them work in groups to create
models of any species from the sea
using clay or other art materials
Conclusion
• State the differences and similarities, which are important to fishes
• State the differences and similarities, which are important to other living things
Learner Evaluation
The students can explain why the similarities and differences in living things are important
22

Lesson Plan 2
Year: 6
Subject: Science
Lesson Title: Date:
Animals are categorized in what they eat
Learning Outcome
By the end of this lesson student should be able to categorize the type of animals through what they eat,
i.e carnivore, herbivore and omnivore
• Food Chain
1. Use these sections to identify species that are used as food sources
• Plants of forest and gardens
• Corals, stones and other things that grow on the reef
2. Use these sections to identify animals that rely on those food sources
• Snakes and all kinds of four-legged animals of the land
• Fish and other swimming creatures of sea and river
Introduction
Make a list of different animals in your local environment
• Ask the class to identify animals from their • In their groups identify at least 5 animals
local area and identify their food sources in the local area and their food sources
• Discuss with the learners what animals need to live • Apart from food sources discuss
• If possible take them to the forest or to the and list what else creatures from their
sea with a knowledgeable man or woman of the allocated area need to survive
village to talk about creatures from that area
• Divide the class into two groups
Group 1: Discuss and list what creatures of
the sea need to live in that environment
Group 2: Discuss and list what creatures
of the land need to survive
• Ask the 2 groups to prepare
presentation of their findings
Conclusion
Get the groups to report back to the class their findings
Learner Evaluation
The students can identify different animals and their food sources – carnivore, herbivore and omnivore
23

Lesson Plan 3
Year: 6
Subject: Science
Lesson Title: Date:
Adaptations
Learning Outcome
By the end of this lesson student should be able to know that different types of beaks are examples of
birds adapting to their environment to survive
• Adaptions
Refer and use pictures of birds in this section: Birds and Bats
Introduction
Pose questions or discussions to the class
• How people might adapt to survive in storms or other emergency situations?
• How might birds also adapt to in similar situations?
• Show the learners pictures of different • In groups look at pictures of different birds classify
birds with different types of beaks and discuss which type of beak is most useful for:
• Have a range of beaks that have different purposes ° Collecting nectar
eg Fishing, used to catch small animals, used to ° Eating insects
eat insects and used to get nectar from flowers ° Catching fish
• Get them to discuss in groups different types • Draw different types of beaks in their
of bird beaks from the section Birds and Bats exercise books and write a paragraph about
• Ask them to draw different types of beaks and each of them in their mother tongue
write sentences about them in their mother tongue
Conclusion
Select 3 or 4 of the best examples in the class of explanation and drawing and ask those students to
present their work
Learner Evaluation
Draw a beak type of a bird and explain what type of food does the bird catch to eat?
24

Lesson Plan 4
Year: 6
Subject: Science
Lesson Title: Date:
Animal behavior – animal camouflage
Learning Outcome
By the end of this lesson, learners should be able to:
• Recognize the importance of animal behaviours that protect them from their predators – ‘animal camouflage’
• Animal Behaviour
1. Snakes and all kinds of four-legged animals of the land
2. Birds and Bats
Introduction
• Teacher explain the activity during the Field Trip
• Look at an insect / a familiar animal that can camouflage itself in order for the learners to understand
the concept
• Take the learners to a nearby bush area to • Observe an animal that is referenced
observe animals focusing on how their habits in the Encyclopaedia. Look at all of the
may help them to survive in that environment features of the animal and think about
• Discuss what are some of their features focussing how each one helps it to survive
on those that help the animals to feed and survive • In their exercise books draw and label the
• Ask the students to select an animal to draw in different features of the selected animal
their exercise books, listing the different features
Conclusion
Select some of the best student work and ask them to share their work with the class highlighting
key features of the selected animal
Learner Evaluation
Learners can list down some of the features and behaviours that allow the animal to catch food and
also those that help it to avoid danger
25

Lesson Plan 5
Year: 6
Subject: Science
Lesson Title: Date:
Parents and babies
Learning Outcome
• Observe, identify and list common features seen in parents and their children
• Parents and babies, Learner’s Book Activity 12
and 13
2. Birds and Bats
3. Plants of forest and gardens
4. Insects, spiders, centipedes and similar things
Introduction
Take the class to a nearby area where they can observe an animal and its baby(ies)/offsprings that is
in the Marovo Reef and Rainforest encyclopedia
• Teacher divides the children into groups of 3–4 • Learners to prepare questions
• Issue question papers that contain about the selected animal
the following questions • After questions are asked students to
° Are there any common features inherited write these up in their exercise books
from their parent?
° Ask the class to list the common features
between the animal and its baby
Conclusion
• Ask the students to share their answers with the rest of the class about
• What are he common features of the parent and the babies
Learner Evaluation
The learners list common features between the parent animal and its baby
26

Lesson Plan 6
Year: 4
Subject: Science
Lesson Title: Date:
Understanding Ecosystems
Learning Outcome
• Understand that an ecosystem is a network of living and nonliving things in an area
Syllabus Year 4: Life and Living
• Organisms in the Environment,
Learners Book – Ecosystems
2. Birds and Bats
Introduction
• Using examples of different plants referenced in the Marovo SMG to show how they are a part of a
mangrove centred ecosystem
• Using examples of different plants referenced in the Marovo resources to show how they are a part of
a forest ecosystem
• Define what an ‘Ecosystem’ is and give examples • In groups select a person who will
• Using the Marovo encyclopedia ask the be the note taker for the report
learners to list different organisms that make • Using the resource materials learners
up either a mangrove or forest ecosystem to list down the different organisms
• Organize two charts one for a that make up their ecosystem
Mangrove centered ecosystem, the • List and describe some of the
other for a forest ecosystem characteristics of these organisms that
• Returning to the classroom get the students to help them support other organisms
write their findings on the appropriate chart
Conclusion
Students will find that some organisms only live in one type of ecosystem while others live in both
Learner Evaluation
Students can name some of the organisms and how they depend on each other for survival in a
local ecosystem
27

Lesson Plan 7
Year: 4
Subject: Science
Lesson Title: Date:
Forest Ecosystems
Learning Outcome
• Understand and identify different organisms that make up a forest ecosystem
• Organisms in the Environment
• Ecosystems
2. Birds and Bats
Introduction
Introduce a knowledgeable man or woman who knows about the forest to talk briefly about how
different organisms in the forest depend on each other
• Arrange for a knowledgeable man or woman • In their groups review the task sheet
from the village to accompany you to talk with the • Using digital cameras or by making drawings
learners about different living and nonliving things or taking small samples – if they are plants –
• Divide the learners into groups before walking identify the different organisms in the task
into the forest and explain the different tasks sheet that make up a forest ecosystem
• Hand out to each of the groups a task sheet a list • Write down findings in their exercise books
of different species of the forest they are to identify
Conclusion
Groups to report back to the class about their findings
Learner Evaluation
Have the groups accurately identify the different organisms in the task sheets
28

Lesson Plan 8
Year: 4
Subject: Science
Lesson Title: Date:
Mangrove Ecosystems
Learning Outcome
• Understand and identify different organisms that make up a mangrove ecosystem
• Ecosystems
2. Birds and Bats
Introduction
Have a knowledgeable man or woman who knows about the mangrove to talk briefly
about how different organisms in a mangrove environment depend on each other
• Arrange for a knowledgeable man or woman • In their groups review the task sheet
from the village to accompany you to talk with • Using digital cameras or by making drawings
the learners about how different living and or taking small samples – if they are plants –
nonliving things in a mangrove ecosystem identify the different organisms in the task
• Divide the learners into groups before walking sheet that make up a forest ecosystem
into the mangrove and explain the different tasks • Write down findings in their exercise books
• Hand out to each of the groups a task
sheet a list of different species of the
mangrove ecosystem they are to identify
Conclusion
Groups to report back to the class about their findings
Learner Evaluation
Have the groups accurately identify the different organisms in the task sheets
29

Lesson Plan 9
Year: 8
Subject: Social Science
Lesson Title: Traditional uses of the marine resources Date:
Learning Outcome
By the end of this lesson, learners should be able to understand:
• How marine resources are looked after traditionally in the Solomon Islands
• How people of today conserve and preserve our marine resources
• Why modern commercial fishing can be a danger to our fish resources and how we can prevent this
Link to Social Studies curriculum:
• Chapter 11 Using Resources from the sea
• Learners Text p.269 Case Study Marovo Lagoon
1. Fishing: A Central part of everyday life in Marovo
2. Fish and other swimming creatures of sea and rivers
Introduction
• Refer to the Marovo resources (SMG) introduce the topic of Resources management
• What are examples of traditional resource management and how are they have been applied,
What resources needs managing?
• Ask a knowledgeable man or woman of • Divide into groups
the village who can share about traditional • Answer the following questions in relation
management of a marine area and how to the scenario the teacher has given them
that has changed with modern times ° What do you think about that scenario?
• Divide the learners into their groups ° Why do you think that, what are your reasons?
• Ask the groups to answer What? Why? and How? ° How do you know this, what is your evidence?
about at least two of the following scenarios
° The impact of large-scale logging by
foreign logging companies
° Collection of bait fish from the lagoon
° Dynamite fishing
° The arrival of tourists who come to dive
amongst the coral reefs
° Cutting of mangroves
° Young people not respecting and learning
from their elders
Conclusion
Ask each group to present their findings to the class
Learner Evaluation
Learners can explain in their own words the importance of traditional management?
30

Lesson Plan 10
Year: 6
Subject: Science
Lesson Title: Date:
The 7 Characteristics of All Living Things
Learning Outcome
• Understand the 7 common characteristics (features) of all living things – ‘Need Food, Grow, Move,
Reproduce, Respire, Excrete, and Respond to Stimuli’
• Ecosystems
Introduction
Tell a custom story or a traditional rhyme that relates to one of the animals in the Marovo resources,
start with a custom story or traditional rhyme about animals
• Question and answer session about the different • Learners to list the different names
plants and animals around the school compound of different animals and plants
• Teacher talks about the differences and • Learners to draw, label and colour
similarities of the plants and animals different animals and plants
• Tell learners to draw animals and plants and
label the drawings
Conclusion
Learners display their finished work in the science corner
Learner Evaluation
Have the learners labeled and identified the animals or plants correctly
31

Lesson Plan 11
Year: 1
Subject: Science
Lesson Title: Date:
Animals that crawl on the ground
Learning Outcome
• Identify some animals that can crawl on the ground
• Identify which are harmful to humans
Link to Solomon Islands Primary
Science Syllabus Year 1:
• Animal
Introduction
Pa tinalavuini Kalasi, vivinei nia meka vineidi ria pukusae oloko pa tauri
(Start with a custom story or traditional rhyme about animals)
• Ask learners to name some insects or • Learners go outside into groups to find
animals that crawl on the ground Insects and back into classroom
• Divide learners into groups and go around • Learners name – using local names –
the school compound looking for insects the insects that crawl on the ground,
• Take learners in groups back to classroom sticks, leaves, bushes or houses
and tell them to put the animals into two • Learners put the animals into groups
groups, harmful and not harmful of harmful and not harmful
• Learners draw pictures
Conclusion
Each learner to show the rest of the class their drawing
Learner Evaluation
The learners can name a harmful or harmless insect
32

Lesson Plan 12
Year: 4
Subject: Science
Lesson Title: Date:
Food, nutrition, health and Hygiene
Learning Outcome
• Recognize food safety practices in the kitchen
• Understand the importance of cleanliness when preparing and serving food
• Food & Health
Introduction
• Sing a song relating to food and health
• Show examples of foods, such as fruits or vegetables to the learners
• Look at the Marovo Reef and Rainforest • Learners listen to the teacher’s explanations
• Ask questions about the pictures of food • Learners receive and look at the books for pictures
refering to the learning outcomes • Learners respond in answering
• Write down and show learners 2 questions about the pictures of food
ways of keeping food safe • Learners to write down 2 ways of keeping
food safe in their exercise books
Conclusion
• Summarise the lesson topic on the importance of cleanliness, handling, serving and eating food and
how to preserve food
• Sing the song again
Learner Evaluation
Learners give the important some reasons why food preparation is important
33

Lesson Plan 13
Year: 6
Subject: Science
Lesson Title: Date:
Animals at night
Learning Outcome
• Begin understanding the behaviours of animals during the night
• See Learner’s book, pages 84 to 86
• Birds and Bats
Introduction
Tell a custom story about night time habits of animals or storybook about animal night
time behaviour, for example 'Why flying fox only flies at night' Nguzunguzu
• Explain and provide examples of animals from • Learners respond in listening to what the teacher
the local environment that are more active at is saying, about animals
night time – refer to learner’s book, page 84 • Learners try to name the animals that are active
• List the names of creatures that the learners in the night
know that are active at night time • Learners try to draw and write the names of the
• Ask the learners to draw an animal they animals they choose
choose and write their names on the paper
Conclusion
• Summarise the lessons content and display learner’s drawings
• Encourage and thank learners for their work done
Learner Evaluation
Be able to name some animals that are active at night
34

Lesson Plan 14
Year: 4
Subject: Science
Lesson Title: Date:
Human impact on the Environment
Learning Outcome
• Know that human impact can cause negative changes to ecosystems
• Know the characteristics of the local environment
Life and Living
• Organisms and their environment
• Logging and tree plantations: Large-scale development in the forests of Marovo
Introduction
• Give a brief introduction of the impact of mining and logging on the environment
• Show short environmental films about mining • Learners watch the video write and
or logging activities in the Solomon Islands describe the impacts of logging or mining
• Divide the learners into groups of 4–5 • Learners discuss impacts in their region)
• Get the learners to list the impacts of • Learners to do reading and activities: ‘Humans
either mining or logging on the rainforest and the environment' Solomon Islands Primary
and the creatures that live in the forest Science Syllabus Year 4: Learner's Book,
pages 15–19
• Give examples of logging areas in or near
your village
Conclusion
Summarise group findings on the board and books
Learner Evaluation
Learners should be able to identify the effect of human activities on an ecosystem
35

Lesson Plan 15
Year: 4
Subject: Science
Lesson Title: Date:
Identify organisms
Learning Outcome
• Identify different types of organisms in English and Marovo
• Understand the usefulness of new technologies in data collection
Life and Living
• Organisms and their environment
• Solomon islands Primary Science
Learner’s Book Year 4, pages 5–12
• The land: topography and soil types
• Plants of forest and gardens
Introduction
Take the learners to a close by habitat and demonstrate how to use the equipment to collect data
Tell them that the group that identifies the most organisms that are in the Encyclopedia will win a prize
• Demonstrate the use of equipment needed • In groups list, name, collect or take photos of
to collect data eg digital camera, laptop, if organisms found in their allocated area
these are not available use pen and paper • Report findings, showing any photos and
• Divide the class into groups and videos captured
assign them each a different habitat • Write up their reports
eg. rainforest, mangrove, garden etc
• Prepare instructions and tasks needed for
each group
• Support each group to compile a report of
their findings
• Support each group to present their
findings to the rest of the class)
Conclusion
• Groups present their findings
• Present the group with the most identified organisms with a prize
Learner Evaluation
Learners been able to carry out a survey on a selected local ecosystem
36

Home assignment sheet for teachers and schools

in the Marovo area: village-level documentation
and transmission of local environmental knowledge
Resource Book: Reef and Rainforest – An Environmental Encyclopedia of Marovo

Lagoon, E. Hviding. Knowledges of Nature 1, UNESCO–LINKS, 2005.
Assignment reports should be written in Marovo, Hoava or another

language of the area, but if this is not possible, English can be used.
Students should seek help with the language from parents or other adults.
The main intention is to focus on knowledge rather than language, but
the fullest knowledge is grounded in the language of the place.
Assignment 1: Katiga tingitonga pa idere ba pa kavo /

Things of the sea and the river
Write a one-page story, with drawings if you wish, about one of the following
topics. You can ask men and women who know about these topics to help you.
Most of these topics are not directly described in the book, but by looking at the
first four chapters you will get many ideas for doing these assignments about
different living things in the sea, mangroves and rivers, and some of the special
Marovo ways used catch them. Assignment G allows you to write more about
anything from the sea, mangrove or river that you have read about in the book.
A. Vivineina kura makoto: The story of the basketwork trap for triggerfish
B. Vivineina morumoru: The story of the large woven net for catching sea turtles
C. Vivineina kuarao: The story of the long circle of vines
used to trap large numbers of fish on the reef
D. Vivineina rumu: The story of the dugong
E. Vivineina deo: The story of the mangrove mussel
F. Vivineina kameje: The story of the freshwater prawn
G. Vivineina meka tingitinga pu omia hoi pa buka: The story
of something you have read about in the book
37

Assignment 2: Ria hae na rokoroko arilaedi /

The important trees and leaves
Take a group walk from the seashore up into the forest. Ask a man or woman
who knows about this to come with you as resource person. Find and talk about
some of the useful plants listed below. Bring back to the village leaves, flowers
or fruit of the plants you find. Then find the plants in the book and talk about
them. If you speak Hoava or Vanunu, use the book’s name lists in those languages.
The resource person, or yourself, will write a brief report about your work.
(All these names of plants are found in Chapter 7 of the book)

Boi
Bichebichere
Ijoko
Kuruvete
Jilatongo
Tangovo
Mudu
Rihe
Ngoete
Maria
Buni
Talise
Ba meka hae pu ta omi pa tania inene (or any other tree
that you have seen on your walk in the forest)
38

Assignment 3: Vivineina chinaba ihana /

Stories of ways of catching fish
The teacher makes ten small groups, and allocates one of the following
fishes to each group. First, each group reads about the fish in the book.
Then, each group goes and talks to a man or woman who knows the ways
to catch the fish. Each group must write a report of at least one page.
Marogo
Chamuhu
Makoto
Topa
Ghalusu
Medarae
Lipa
Ihana orava
Ghohi
Meka ihana pu ko pa buka (a fish in the book)
Assignment 4: Ria vahu / The fruit bats

Write a short story about the different types of Vahu – fruit bat or
‘flying fox’ – in Marovo. What are their names, what do they look
like, where can you find them, and what do they eat?
Assignment 5: Vivinei malivi /

Custom stories / tales of before
Write down a short custom story about anything that is named in the book.
39

40

PART FOUR
LEARNERS’ Exemplars

410/08/15 16:55
Example 1:
Ramata Primary School
Assignment 1: Katiga tingitonga pa idere ba pa kavo /
Things of the sea and the river
An illustration to accompany a
description of the famous kuarao
fishing technique (a long circle
of vines handled by many
people to trap large numbers
of fish on the reef)
42

Part 4: Exemplars
Example 2:
Chubikopi Primary School
Assignment 2: Ia hae na rokoroko arilaedi /
The important trees and leaves
Roke
Roke meka hae pu to pa tusu Huleo pa tuari. Kani hae
getena via. Leleana via rokona ia mani ngira via hinana.
Hina hua puta burengi chiri. Ia rokona oro korena ia iedi
meka tonu hinadi. Ia hae pia ieni binorue te meka tinoni
boruborue pa tuari, e Kitione Lipu na kilana. Totovenia
ia tania meka koburu tania mana kani va omi nia ia
mani legu. Raka omia hae pa Huleo pa tuari. Kagu atei
nia raka be to pa goana gete, mana ngochangocharaini
pa Huleo ieni to ia. Kani buma via na rokona mana
huana orava. Huhua pula roko choba chiri inomina.
Pula hou ia are ngina ta hina nia nga tinoni hinana.
Roke is a tree that grew on Huleo Island before. It is Mr. Defence Raja, Principal of
Chubikopi Primary School, with
not a big tree. Its leaves are nice and have a strong a branch of the forgotten roke
smell. The smell is like that of parrot droppings. Leaves tree taken from the abandoned
island of Huleo near Chubikopi.
and bark smell the same. This tree was a medicine of The assignment was written in
a healer in the past, whose name was Kitione Lipu. He response to a challenge from
Edvard Hviding to ‘write about
told a child of his about this, but did not show it to
something which is NOT in the
him, and then he died. I used to see the tree at Huleo book’. The chief of Chubikopi,
in the old days. I do not know whether it grows in Mr. Aaron Nonga, quickly
established that the roke tree
the forest, but it certainly grows in the coconut grove was not included in Chapter 5,
at Huleo. Its leaves are not very green but reddish. and so sent some students off
to the long-abandoned village
They look like leaves of the choba chiri tree. If the wind site on the small island of Huleo
is strong, people smell the fragrance of this tree. to find it, and then to write an
assignment about it based on
(English translation by Edvard Hviding) his recollections of this once
important tree. From 2005, roke
trees have been growing again
in the village of the Chubikopi
people.
43

Example 3: Patukae
Community High School
Assignment 3: Vivineina chinaba ihana /
Stories of ways of catching fish
Pajara tinoni
Rini Ronta, Form 2
Meka pajara orava mani chichinoko oro ko ria vinahilahila

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

Pa Marovo pa tuari gura ta vae via pa rarusu idere oro
pa saghauru, mana pa hua pia sana via pa ta ta chaba
vae ia ihana pia pa tutupeka pa Kogu Marovo. Pa hua pia
pula hiva nia hoi oro raka ia ihana pia ieda ngina tera via
poata pa petorole oro mabo linada pa vinalu la pa toba,
nada ngina vera va hele pa ngino ta nia ihana pia, ia hua
sinana na vinaena ia ihana pia pa kolokolo da koe hita pia.
44

Part 4: Exemplars
A red coral trout that is dark in colour and has blue

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

In Marovo before, it could be caught in plenty at the
seashore and on reefs, but now it is very hard to catch
this fish near the mainland of Marovo Lagoon. Today, if
you or I want this fish we will waste a lot of money on
petrol or be tired from paddling to the barrier reef, and
we will have to wait for this fish to bite. This is how hard
it has become to catch this fish in the times we live in.
(English translation, by Edvard Hviding)
45

Example 4:
Tamaneke Primary School
Assignment 4: Ria vahu / The fruit bats or ‘flying foxes’
An assignment structured in a table. English translation by
Edvard Hviding (column headings were given in English).
Different Where can you find them? What do they eat?

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

Sleeps all around / in places
where daylight reaches
(6) Vahu idaka Pa toba, pa qovara idaka

In the barrier island, in stone caves
46


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Study Guide and

Teacher’s Manual for

Reef and Rainforest

An Open Education Resource Project

Written by Edvard Hviding

United Nations Local and Indigenous

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This UNESCO publication is a collaborative effort of the

Marovo Based Coordinator Coordinator

Patukae Editorial Team

Design & Production

© The People of Marovo and Edvard Hviding

For further information please contact

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Reef and Rainforest

An Open Education Resource Project

United Nations Local and Indigenous

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

Children at Duvaha Primary

The famous Bili Passage has

Marovo TM Lessons E 2015.indd 2 10/08/15 16:55

Marovo TM Lessons E 2015.indd 3 10/08/15 16:55

In 2010 the Encyclopedia was put online in a Wiki format,

Marovo TM Lessons E 2015.indd 4 10/08/15 16:55

UNESCO funded the original

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Illustration from an assignment submitted during Hinabu topa:

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Marovo TM Lessons E 2015.indd 7

Background to the Marovo Lagoon and its people

Located in the tropical south-western Pacific, the

The Marovo people have occupied their lagoon and

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

Map: The New Georgia group

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

The schools that participated in

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TEAChing & learning

Marovo TM Lessons E 2015.indd 11

Recognizing the Indigenous Knowledge

Over innumerable generations, the Marovo people

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This is the Marovo people’s own science. And part of

The recognition that local and indigenous peoples have

The Marovo Encyclopaedia resources have more than

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Lagoon and Marovo people’s knowledge of it, either

The same content is also available online in WIki

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Integrating Indigenous Knowledge into

Teaching and Learning Resources

This book has been written to support the Solomon

The Teacher’s Guides and associated Learner’s Books3

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additional fields have been included in order to show

These suggestions supplement those provided in

Bringing local knowledge experts and using

Also learners should be encouraged to:

• work closely with class sets of the Encyclopedia

• bring to school samples, for example, of leaves,

• to do their own small research programmes, by