Activity 1: Bushfires
(ACHGK030) The impact of bushfires or floods on environments and communities, and how people can respond
The key inquiry questions for Year 5 are articulated below. Students could create a KWL (what I know, what I want to know, what I learnt) chart for each of the following questions.
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Image:
Prevent Bushfire arson. Retrieved from http://www.pfes.nt.gov.au/Fire-and-Rescue/Community-fire-safety/Prevent-bushfire-arson.aspx Image:
Retrieved from http://www.lgnews.com.au/wp-content/uploads/Bushfire16.jpg |
Activity
This activity focuses on learning about the interactions between the natural and constructed environment. Bushfires are one of Australia's most serious hazards, and they have always been a significant influence on the Australian environment. As such, all Australians need to understand their cause, occurrence, and prevention.
Watch the BtN Bushfire Plan story to find out how one primary school has prepared for the bushfire season.
This activity focuses on learning about the interactions between the natural and constructed environment. Bushfires are one of Australia's most serious hazards, and they have always been a significant influence on the Australian environment. As such, all Australians need to understand their cause, occurrence, and prevention.
Watch the BtN Bushfire Plan story to find out how one primary school has prepared for the bushfire season.
Bushfire Plan BTN from Laura Gibson on Vimeo. Reference
Behind the News (2013, November 5). Bushfire Plan [Video file]. Retrieved from http://www.abc.net.au/btn/story/s3880224.htm |
Reference TEK recording - firestick farming [Video file]. (n.d.). Retrieved from https://www.youtube.com/watch?v=svK0O4ml9Vc |
After watching the story hold a class discussion on what others may do for a bushfire plan.
Introduce to students the procedure of Fire-stick farming.
The students are able to consider the ways in which Aboriginal Australians use fire in the past and present and research the procedure of fire-stick farming.
Introduce to students the procedure of Fire-stick farming.
The students are able to consider the ways in which Aboriginal Australians use fire in the past and present and research the procedure of fire-stick farming.
Resources
http://www.savanna.org.au/all/fire_indigenous.html
http://austhrutime.com/fire-stick_farmers.htm
http://www.geogspace.edu.au/core-units/years-5-6/exemplars/year-5/y5-exemplars-y5-illus1.html
http://www.ga.gov.au/earth-observation/basics/gallery/natural-disasters.html
http://www.dfes.wa.gov.au/educationandheritage/teachersandschools/pages/classroomresources.aspx
http://www.cfa.vic.gov.au/kids-schools/primary-school-resources/
http://www.savanna.org.au/all/fire_indigenous.html
http://austhrutime.com/fire-stick_farmers.htm
http://www.geogspace.edu.au/core-units/years-5-6/exemplars/year-5/y5-exemplars-y5-illus1.html
http://www.ga.gov.au/earth-observation/basics/gallery/natural-disasters.html
http://www.dfes.wa.gov.au/educationandheritage/teachersandschools/pages/classroomresources.aspx
http://www.cfa.vic.gov.au/kids-schools/primary-school-resources/
Activity 2: Artefacts
(ACHHK116) The contribution of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, science, the arts, sport.
Activity When looking at historical artefacts teachers are able to look at tools and artefacts that Indigenous Australians used and still use in their day to day lives. Students are able to discuss:
Aboriginal objects are physical evidence of the use of an area by Aboriginal people. They can also be referred to as 'Aboriginal sites', 'relics' or 'cultural material'. Aboriginal objects include:
While making observations, students suggest possible uses for specific artefacts and research the origin of each sample piece. Students then locate these places on the Aboriginal language map, and discuss whether the location and environment has influenced the purpose, use and design of the artefact.
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Image:
Retrieved from http://www.ididj.com.au/store/artifacts.html Image:
Aboriginal Artefacts. (n.d.). Retrieved from http://www.aboriginalarts.co.uk/artefacts.htm Image:
Hardwood Coolamons. (n.d.). Retrieved from http://www.carters.com.au/index.cfm/item/123315-two-early-aboriginal-hardwood-coolamons-both-broadly-incised-wit/ |
Resources
http://www.environment.nsw.gov.au/nswcultureheritage/objects.htm
http://australianmuseum.net.au/Indigenous-Australia-Cultural-Heritage
http://australianmuseum.net.au/The-Aboriginal-Archaeological-Collection
http://www.environment.nsw.gov.au/nswcultureheritage/objects.htm
http://australianmuseum.net.au/Indigenous-Australia-Cultural-Heritage
http://australianmuseum.net.au/The-Aboriginal-Archaeological-Collection
Activity 3: Cultural Excursion
To promote deeper learning Stevens and McDonald (2011) highlight that "embedding Indigenous perspecitves in SOSE [HSIE] involves the development of 'place-based programs' in genuine partnerships with local people" (p. 386). Topics studies under the umbrella of Human Society and It's Environment [Australian Curriculum: History & Geopraphy] should focus on the value of learning about different people and places (promoting understanding and empathy), and the significance of events (What changed? Why? How did it affect the different groups of people?)
As part of a HSIE unit of work (or any other curriculum area), an excursion may be organised to give greater context to students' learning. Excursions to areas such as museums, galleries or significant historical sites provide students with the opportunities to engage with and ask questions of professional staff, and discussion different concepts and ideas they have discovered during their visit. Alternatively, encouraging students to contact persons of interest related to the topic, such as inviting an Indigenous elder to the school, to explain how Dreaming stories are relevant to him/her and their culture, allows for student initiative as well as allowing students to identify and pursue their own individual, group or collective interest.
References:
Stevens & McDonald. (2011). Incorporating Aboriginal and Torres Strait Islander perspectives in SOSE. in Gilbert, R. and Hoepper, B. (2011). Teaching Society and Environment. Melbourne: Cengage. p. 386.
As part of a HSIE unit of work (or any other curriculum area), an excursion may be organised to give greater context to students' learning. Excursions to areas such as museums, galleries or significant historical sites provide students with the opportunities to engage with and ask questions of professional staff, and discussion different concepts and ideas they have discovered during their visit. Alternatively, encouraging students to contact persons of interest related to the topic, such as inviting an Indigenous elder to the school, to explain how Dreaming stories are relevant to him/her and their culture, allows for student initiative as well as allowing students to identify and pursue their own individual, group or collective interest.
References:
Stevens & McDonald. (2011). Incorporating Aboriginal and Torres Strait Islander perspectives in SOSE. in Gilbert, R. and Hoepper, B. (2011). Teaching Society and Environment. Melbourne: Cengage. p. 386.
SUGGESTED EXCURSION
The Rocks Dreaming Aboriginal Heritage Tour
"Students can be touched by the most ancient human culture on earth in a 90-minute leisurely walkabout with an Aboriginal guide in The Rocks, and journey into DreamTime, the culture of Aboriginal People.
Student are provided with the opportunity to get inspired as you discover the oldest ecology, conservation, sustainability, astrology and spiritual beliefs on earth today. Connect with Australian skies, lands and waters, and the experiences of 'always walking Country'.
The tour gives you the opportunity to discover how the ancient Aboriginal dreaming is still alive within the modern Sydney landscape and how the billion-year-old harbour, marine environment, sandstone strata, waterways, flora and fauna influenced how Aboriginal people lived in the area.
Feel empowered by learning how to teach others to navigate DreamTime pathways, whenever, in the city or out in the bush."
Reference:
Sydney Harbour Foreshore Authority. (n.d.) The Rocks Dreaming Aboriginal Heritage Tour. Retrieved online from: http://www.therocks.com/things-to-do/the-rocks-dreaming-aboriginal-heritage-tour.aspx
The Rocks Dreaming Aboriginal Heritage Tour
"Students can be touched by the most ancient human culture on earth in a 90-minute leisurely walkabout with an Aboriginal guide in The Rocks, and journey into DreamTime, the culture of Aboriginal People.
Student are provided with the opportunity to get inspired as you discover the oldest ecology, conservation, sustainability, astrology and spiritual beliefs on earth today. Connect with Australian skies, lands and waters, and the experiences of 'always walking Country'.
The tour gives you the opportunity to discover how the ancient Aboriginal dreaming is still alive within the modern Sydney landscape and how the billion-year-old harbour, marine environment, sandstone strata, waterways, flora and fauna influenced how Aboriginal people lived in the area.
Feel empowered by learning how to teach others to navigate DreamTime pathways, whenever, in the city or out in the bush."
Reference:
Sydney Harbour Foreshore Authority. (n.d.) The Rocks Dreaming Aboriginal Heritage Tour. Retrieved online from: http://www.therocks.com/things-to-do/the-rocks-dreaming-aboriginal-heritage-tour.aspx
Highlights
- Knowledgeable Aboriginal guides
- Participate in a cultural acknowledgement with ochre (traditional paint)
- Opportunity to handle cultural objects and materials
- Hear and learn some of the language spoken by the Gadigal people
- Understanding the connection between modern Sydney and the Aboriginal dreaming.
Resources
http://www.therocks.com/things-to-do/the-rocks-dreaming-aboriginal-heritage-tour.aspx
Further Resources
http://differencedifferently.edu.au/one_country_many_cultures/
http://www.nma.gov.au/__data/assets/pdf_file/0006/19617/Telling_Indigenous_stories_bw.pdf
http://sharingstories.org/wp-content/uploads/2013/07/Culture.Teacher-Guide.pdf
http://sharingstories.org/our-stories/culture/
http://differencedifferently.edu.au/one_country_many_cultures/
http://www.nma.gov.au/__data/assets/pdf_file/0006/19617/Telling_Indigenous_stories_bw.pdf
http://sharingstories.org/wp-content/uploads/2013/07/Culture.Teacher-Guide.pdf
http://sharingstories.org/our-stories/culture/