Background Information for Teachers
NOTE: A LARGE AMOUNT OF THE FOLLOWING INFORMATION IS DIRECTLY COPIED FROM VARIOUS WEBSITES. THE FUNCTION OF THIS PAGE IS TO CONSOLIDATE ALL THE RELEVANT BACKGROUND INFORMATION AND CONTEXT OF THE KNOWLEDGE FOR TEACHERS WHEN PLANNING TO IMPLEMENT THE ACTIVITIES. A LINK TO THE WEBSITE WHERE THE TEXT IS LIFTED FROM IS PROVIDED AT THE END OF EACH SECTION.
ACTIVITY 1: FISH TRAPS
"Some groups of Indigenous Australians use traditional fishtraps to catch fish from rivers or creeks. Traps can be made of branches, grass or vines.
Along with the development of the traps, Burarra people also developed the skills and knowledge required to to use them most effectively. Their detailed knowledge of their environment helped them to place the traps in the best place and at the right time of year. The wet season, when the creeks and billabongs fill with water, is the time to set fishtraps. Early in the wet season the fish swim upstream to breed while towards the end of the season they move downstream to spend the dry season in the larger rivers. A trap like the one pictured is placed in the water with a fence made of sticks and grass built around it. The only hole in the fence leads into the mouth of the fishtrap which faces the direction the fish are likely to come from. |
A woven funnel (sitting inside the mouth of the trap) guides fish into the trap, and prevents them from swimming out again. The clever design ensures that only adult fish are caught. Smaller fish can escape though the woven trap, or may even swim back through the funnel entrance. Fish can live in a trap for up to two months.
By untying the end of the trap, fish can be removed without the trap being destroyed. This sustainable design means that the trap can be used many times.
Today, the Burarra people use other ways to catch fish, including spearing, cast nets and fishing lines. While the ancient fishtrap technology is no longer used, Burarra people are maintaining the skills and knowledge by making traps for sale"
By untying the end of the trap, fish can be removed without the trap being destroyed. This sustainable design means that the trap can be used many times.
Today, the Burarra people use other ways to catch fish, including spearing, cast nets and fishing lines. While the ancient fishtrap technology is no longer used, Burarra people are maintaining the skills and knowledge by making traps for sale"
Commonwealth of Australia. (2014). Burarra Gathering Fish Trap: Catching Barramundi. Retrieved from: https://www.questacon.edu.au/burarra-gathering/extra-information/fish-trap
ACTIVITY 2: BUSH TUCKER AND MEDICINE
The website below contains a list of teacher's notes and classroom resources for the programs held at the Australian National Botanic Gardens. The information is particularly focused on native Australian flora.
The following program is particularly useful for supporting Activity 2: Bush Tucker and Medicine: "Using Bush Plants Yr 5 – Yr 10" Onsite or classroom activity How did Aboriginal people use bush plants. Research in your classroom or take a stroll in the Gardens to discover some of the valued plants and traditional uses of Australia's native plants. Also available as a facilitated program Using Bush Plants - Now and Then." Australian National Botanic Gardens. (2011). Professional Development and Resouces. Retrieved from: http://www.anbg.gov.au/gardens/education/resources/index.html |
Image retrieved from: http://www.anbg.gov.au/anpc/images/ANBG%20Logo%202011.jpg
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Scroll through the document below for more information about Native Australian plants and their use in the technological innovations and medicine of Aboriginal people.
Australian National Botanical Gardens Education Services. (2000). Aboriginal Plant use and Technology. Retrieved online from:
http://www.anbg.gov.au/gardens/education/programs/pdfs/aboriginal_plant_use_and_technology.pdf
Australian National Botanical Gardens Education Services. (2000). Aboriginal Plant use and Technology. Retrieved online from:
http://www.anbg.gov.au/gardens/education/programs/pdfs/aboriginal_plant_use_and_technology.pdf
ACTIVITY 3: MAPPING AND NAVIGATING
The book below covers topics such as Aboriginal stories about the constellations, early European star charts, the structure of the solar system and how the universe began. This publication also provides external material such as websites with more information.
Often, the book includes a relevant Aboriginal artwork or dreamtime story to support the celestial object being explored.
The following pages are particularly relevant when incorporating Indigenous perspectives:
Often, the book includes a relevant Aboriginal artwork or dreamtime story to support the celestial object being explored.
The following pages are particularly relevant when incorporating Indigenous perspectives:
- Arcturus (p. 65)
- Celestial sphere (p. 9)
- Constellation names (p. 14)
- Magellanic Clouds (pp. 61, 62)
- Milky Way (pp. 84-85, 86, 87)
- Moon (p. 34)
- Orion (p. 21)
- Pleiades (pp. 20, 21)
- Southern Cross (p. 19) - included below
- Sun's origin (p. 32)
- Vega (p. 65)
Resource: Bhathal, R. & Bhathal, J. (2006). Australian Backyard Astronomy. Canberra, National Library of Australia. p. 19