Written for Key Stage 2 (KS2) students, "Moana's Eco Adventure" is capturing the attention of

children aged 7 to 11 years old. This environmental narrative utilizes storytelling as a tool to
articulate scientific ideas. Applying the ABT (And, But, Therefore) structure, the storyline not only
immerses young readers emotionally but also amplifies their capacity for recollection. The narrative
assumes the role of a cultural link, establishing a connection between children and scientific themes
in an accessible and compelling fashion.

Anthropomorphism comes into play, enabling verbal expression and connectivity by granting non-
human entities the ability to communicate. Recognized as a mechanism for evoking emotional
responses and motivations, anthropomorphism, within "Moana's Eco Adventure," triggers
reflectance and social motivation, resulting in a dynamic and immersive experience. (Nicholas, Waytz
and Cacioppo, 2007)

Deliberately selected linguistic elements to ensure optimal comprehension for primary-school-aged

children. The narrative streamlines intricate concepts, fuelling engagement, prompting queries, and
emotional responses. Language, transforms into a channel for cultivating inclusivity, underscoring
the significance of embracing eco-friendly practices. (Britain, 1998)

The narrative serves a dual purpose, acting as both educational and entertaining. Visual elements
are tailored to complement the storyline, ensuring maximum engagement and comprehension
among the primary-school-aged audience. Acknowledging the educational context for children
regarding environmental matters aligns with the objective of nurturing a connection with nature and
encouraging for change. (Martinez-Conde and Macknik, 2017)

"Moana's Eco Adventure” avoids seductive details, focusing on key takeaways. The incorporation of
dynamic situations, a conversational tone, and emphasized relationships heightens the narrative's
effectiveness, evidence suggesting that seductive details significantly contribute to the narrative's
memorability and enjoyment. (Harp and Mayer, 1998)

Nicholas, E., Waytz, A. and Cacioppo, J.T. (2007). APA PsycNet. [online] psycnet.apa.org.
Available at: https://psycnet.apa.org/record/2007-13558-002.

Britain, G. (1998). The Education (National Curriculum) (Key Stage 2 Assessment

Arrangements) (England) Order 1999. UK STATUTORY INSTRUMENTS.

Harp, S.F. and Mayer, R.E. (1998). APA PsycNet. [online] psycnet.apa.org. Available at:
https://psycnet.apa.org/record/1998-10717-006.

Martinez-Conde, S. and Macknik, S.L. (2017). Opinion: Finding the plot in science
storytelling in hopes of enhancing science communication. Proceedings of the National
Academy of Sciences, 114(31), pp.8127–8129. doi:https://doi.org/10.1073/pnas.1711790114.