When constructing this resource, I had little prior knowledge of most of the chosen topics. Therefore, the content below includes supporting materials and information for teachers when planning and researching the various topics addressed in the activities.
To access the suggested activities only, just read the PURPLE TEXT.
To access the suggested activities only, just read the PURPLE TEXT.
Activity 1: Fish Traps
AUSTRALIAN CURRICULUM OUTCOMES
SCIENCE
SCIENCE
- Important contributions to the advancement of science have been made by people from a range of cultures (ACSHE099)
- Investigate how people in design and technologies occupations address competing considerations, including sustainability in the design of products, services and environments for current and future use (ACTDEK019)
In this activity, students explore how Aboriginal and Torres Strait Islander Peoples’ capacity for innovation is evident through the incorporation and application of a range of traditional, contemporary and emerging technologies and practices to purposefully build and/or maintain cultural, community and economic capacity. In particular, students explore how CULTURE has guided Aboriginal and Torres Strait Islander Peoples' ability to design technologies that support sustainable living within the environment, namely fish traps.
Begin the activity by viewing the following videos as a class. Ask students consider the following questions:
- Why is this fishing method environmentally friendly?
- What some of the impacts that commercial fishing can have on ecosystems?
- What is the meaning of this invention for Aboriginal people?
- Can you think of other environmentally sustainable practices that have been used by Indigenous Australians?
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Students then locate the approximate location of Brewarrina on the Aboriginal language map.
- What are the names of the nations covering and surrounding this area?
- Who might be in change of maintaining the existing fish traps?
Image retrieved from: http://www.abc.net.au/indigenous/map/images/indigi_map_650.jpg
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"The story of the Ngunnhu The story of the Brewarrina Aboriginal Fish Traps, known as the Ngunnhu to the local Ngemba people, tells how an ancestral creation being designed and created an important fishing venture that supported many Aboriginal communities in the Brewarrina region in north-west New South Wales. According to Aboriginal history, the Ngemba people were facing famine after a major drought had dried the river. Baiame designed a gift for them - an intricate series of fish traps in the dry riverbed - and then cast his net over the river. Baiame then showed the old men of the Ngemba how to call the rain using dance and song. Days of rain followed and the river flooded, bringing with it thousands of fish. The old men rushed to block the entry of the stone traps, herding fish through the pens. |
Accessing and managing the traps
Over time, the Ngemba people studied fish migration in relation to season and river flows to apply innovative new methods of working the fish traps more efficiently and to ensure that the river was not overfished.
Baiame decreed that, while the Ngemba people were to be custodians of the fishery, maintenance and use of the traps should be shared with other tribes in the area, including the Morowari, Paarkinji, Weilwan, Barabinja, Ualarai and Kamilaroi.
He allocated particular traps to each family group and made them responsible under Aboriginal law for their use and maintenance. Neighbouring tribes were invited to the fish traps to join corroborees, initiation ceremonies, and meetings for trade and barter.
The Ngunnhu was, and continues to be, a significant meeting place to Aboriginal people with connections to the area."
Commonwealth of Australia. (2013). National Heritage Places - Brewarrina Aboriginal Fish Traps (Baiame's Ngunnhu). Retrieved from: http://www.environment.gov.au/node/19636
Over time, the Ngemba people studied fish migration in relation to season and river flows to apply innovative new methods of working the fish traps more efficiently and to ensure that the river was not overfished.
Baiame decreed that, while the Ngemba people were to be custodians of the fishery, maintenance and use of the traps should be shared with other tribes in the area, including the Morowari, Paarkinji, Weilwan, Barabinja, Ualarai and Kamilaroi.
He allocated particular traps to each family group and made them responsible under Aboriginal law for their use and maintenance. Neighbouring tribes were invited to the fish traps to join corroborees, initiation ceremonies, and meetings for trade and barter.
The Ngunnhu was, and continues to be, a significant meeting place to Aboriginal people with connections to the area."
Commonwealth of Australia. (2013). National Heritage Places - Brewarrina Aboriginal Fish Traps (Baiame's Ngunnhu). Retrieved from: http://www.environment.gov.au/node/19636
Students view the video below. As students watch they should make notes on the following:
- What skills did the boys use?
- What specific knowledge did the boys have?
- What materials were used in making the fish trap?
- Can you describe how the fish trap worked?
- Make a quick sketch of the fish trap and its placement in the water. Don't forget to label!
FIshing from Laura Gibson on Vimeo. |
Australian Children's Television Foundation and Education Services Australia Ltd. (2011). My Place Episode 25 'Before Time: Bunda' Fishing. Retrieved from:
http://www.myplace.edu.au/teaching_activities/1878_-_before_time/beforetime01bunda/2/fishing_bt.html Video hosted externally. |
Students design a fish trap using natural materials such as wood, stone, flexible plant material (such as reeds or grass) and cutting tools. Students should think about where they could use their fish trap (eg in a creek, river, mud flats etc). Students may choose to represent their design as:
PREPARATION:
"Watching how fish behave might give you ideas for your fishtrap. Set up a fish tank with some places for the fish to hide (eg dark pieces of PVC tube, water plants). Observe the fish for five minutes at the same time each day for one week. Record where you see the fish in the tank during this time. Do they tend to hide or do they mainly stay out in the open? Do you think different breeds of fish behave differently?
After one week, place a new object in the tank. How do the fish behave now? Based on what you have recorded, can you think of anything else you should include in the design of your fishtrap? Research what sort of traps Aboriginal people and Torres Strait Islander people used. Do any of these look like your trap?"
Commonwealth of Australia. (2014). Burarra Gathering In School Activities: Fishtrap. Retrieved from: https://www.questacon.edu.au/burarra-gathering/for-teachers/in-school-activities
- A labelled drawing
- Sculpture (using the natural materials)
- Sketch and written explanation of each material and function
PREPARATION:
"Watching how fish behave might give you ideas for your fishtrap. Set up a fish tank with some places for the fish to hide (eg dark pieces of PVC tube, water plants). Observe the fish for five minutes at the same time each day for one week. Record where you see the fish in the tank during this time. Do they tend to hide or do they mainly stay out in the open? Do you think different breeds of fish behave differently?
After one week, place a new object in the tank. How do the fish behave now? Based on what you have recorded, can you think of anything else you should include in the design of your fishtrap? Research what sort of traps Aboriginal people and Torres Strait Islander people used. Do any of these look like your trap?"
Commonwealth of Australia. (2014). Burarra Gathering In School Activities: Fishtrap. Retrieved from: https://www.questacon.edu.au/burarra-gathering/for-teachers/in-school-activities
Activity 2: Bush Tucker and Medicine
AUSTRALIAN CURRICULUM OUTCOMES
SCIENCE
SCIENCE
- Important contributions to the advancement of science have been made by people from a range of cultures (ACSHE099)
In this activity, students learn how Aboriginal and Torres Strait Islander knowledge, such as the medicinal and nutritional properties of Australian plants, is being used as part of the evidence base for scientific advances. In addition, students explore other applications of plants and materials found in the environment, for example ochre used in Aboriginal artwork.
Students view the video below and consider the following questions:
- Have you or someone you know ever tried bush tucker?
- Where is this story from? What state and/or territory? Can you find it on the map?
- How do Indigenous people use native plants? Can you think of a specific example?
Why is important to Rod that he impart this knowledge of Aboriginal culture, customs and practices of using bush food to his children and the younger generation?
BTN- Bush Food from Laura Gibson on Vimeo. |
ABC. (2014). Behind the News: Bush Food. Retrieved from:
http://www.abc.net.au/btn/story/s3775984.htm Video hosted externally. |
Students explore the provided resource in groups of 3-4.
Resource: Australian Museum "Museum in a Box: Bush Tucker"
"The Bush Tucker box covers a range of issues from an Indigenous perspective using a variety of activities. It examines the ways in which Indigenous people obtain, process and use their food resources. It will also help students to understand:
Player, K. (2010). Museum in a Box: Bush Tucker. Retrieved from: http://australianmuseum.net.au/Museum-in-a-Box-Aboriginal-Food-Technology What is bush tucker?
Students create a profile of 3-5 samples of bush tucker (as found in the Museum in a Box resource). Students research their food sample including information such a the name, description of appearance, where the food is commonly located, the uses of this food (e.g. medicinal), taste (if available) and include a labelled diagram and/or photograph of their chosen bush tucker sample. Students record their findings in a table such as the one suggested below. Research project: Indigenous bush tucker imaged taken from: ABC. (2013). Behind the News Activity: Bush Food. Retrieved from: http://www.abc.net.au/btn/resources/teacher/episode/20130611-bushfood.pdf |
Box Contents:
18 bush food specimens Bush smells Bush Tucker environment posters Bush Tucker activity card Bush Calendar posters Information panels Books Image retrieved from: http://www.agfg.com.au/Blog/image.axd?picture=2012%2F4%2F40-bush-tucker.jpg
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Imaged retrieved from: ABC. (2013). Behind the News Activity: Bush Food. Retrieved from: http://www.abc.net.au/btn/resources/teacher/episode/20130611-bushfood.pdf
EXTENSION: Plan a bush walk for the class, incorporating aspects of the Harmony Philosophy (briefly outlined in the following document). This "Learning from the Land: Making a Journey" teacher resource encourages students to interact with their local natural environment, pausing to reflect on their own personal connection with the land. Students will also explore the meaning of the environment within Aboriginal culture. Download the file below for complete teachers notes.
Image retrieved from: https://www.allenandunwin.com/BookCovers/resized_9781741149111_224_297_FitSquare.jpg
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“On this journey I experienced the bush and I experienced life.
Wheatley, N. (2005). Teachers Notes by Nadia Wheatley: Going bush. Retrieved online from https://www.allenandunwin.com/_uploads/BookPdf/TeachersNotes/9781741149111.pdf
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Activity 3: Mapping and Navigating
AUSTRALIAN CURRICULUM OUTCOMES
SCIENCE
SCIENCE
- Important contributions to the advancement of science have been made by people from a range of cultures (ACSHE099)
In this activity, students explore how different cultures communicate and pass on information. In particular students learn how Aboriginal and Torres Strait Islander Peoples mapped their environment and how they used observation of the night sky to assist with navigation.
Image retrieved from: http://2.bp.blogspot.com/-DVLkTQqdJeA/TxiYud8SKlI/AAAAAAAABOo/VOYCQcv0P4E/s1600/My%2BPlace%2Bby%2BNadia%2BWheatley%2Band%2BDonna%2BRawlins.jpg
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Part 1: Mapping
Resource: My Place by Nadia Wheatley Explore the maps included on each double page spread. What do they have in common? How have different features of the landscape been represented? Working in pairs, each student should draw a map showing the journey they travel from school to home.
Students can sketch in streets, but cannot use street names. Students may use general labels such as tree, house etc. to indicate what each symbol in their drawing represents. The task is to show as many features as they can recall, such as parks, trees or creeks. Could their friend follow the map? After completing this activity, have a class discussion centered on the following question:
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Part 2: Navigating the Stars
What is the Southern Cross?
In groups, students research this celestial body and the meaning it brings to our culture (presence on the Australian flag). Findings are presented to the class.
In groups, students research this celestial body and the meaning it brings to our culture (presence on the Australian flag). Findings are presented to the class.
Resource: Trustees of the Powerhouse Museum. (2013). Australasian Sky Guide. Haymarket: Powerhouse Publishing. pp. not specified
What does the Southern Cross symbolise in other cultures?
Resource: Bhathal, R. & Bhathal, J. (2006). Australian Backyard Astronomy. Canberra, National Library of Australia. p. 19
Larger version of the image
(c): An Australian Aboriginal view, in which a stingray is chased by a shark.
(Courtesy State Library of South Australia and Will Stubbs, Buku-Larrnggay Mulka Centre)
Retrieved from: http://astrogeo.oxfordjournals.org/content/47/5/5.27.full
(c): An Australian Aboriginal view, in which a stingray is chased by a shark.
(Courtesy State Library of South Australia and Will Stubbs, Buku-Larrnggay Mulka Centre)
Retrieved from: http://astrogeo.oxfordjournals.org/content/47/5/5.27.full
The creation of the Southern Cross - A Dreaming Story
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Before Reading: Ask students to recall what dreaming stories are, and the ways in which they underpin Aboriginal culture. Emphasise that one dreamtime story is not the same for all Aboriginal people and often the same land feature or animal may have a different story told in different nations. Some may be very similar, some may have great differences. During the Reading: Students listen to the dreamtime story.
Scroll through the document opposite to access the Dreaming story. Resource: Trustees of the Powerhouse Museum. (2013). Australasian Sky Guide. Haymarket: Powerhouse Publishing. pp. not specified
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After Reading:
Ask students to try and find out where this story comes from. Find the location on the map from Activity 1.
Reflection:
Responding:
Ask students to try and find out where this story comes from. Find the location on the map from Activity 1.
Reflection:
- How did students feel when hearing the story
- What does each star in the sky symbolise?
- Is there a moral (or meaning) to this story?
- What does the listener learn?
- How is this story different from the painting from South Australia (with the stingray, see above)
Responding:
- Students could illustrate this story through the use of Aboriginal art symbols
- Students could role play this story
- Students could explore the Aboriginal language used in the story (and make a word wall or glossary)
- Students could create their own imaginary dreamtime story to explain the origin of the Southern Cross
Extension: Find other stories about Aboriginal astronomy. There are many different stories about the same group of stars told by Aboriginal people in different parts of Australia. Locate the origin of each story on a map and display in the classroom.