Science in Context: schools working with Aboriginal communities Survival in the Macleay a Stage 4 unit

Kempsey High School and local Aboriginal community members

Indigenous Australians were able to survive in Australia for over 40,000 years before Europeans landed. They survived because they understood the ECOLOGY of their environments and used SEASONS and TIME to interpret the ecology in their area and other areas to which they travelled in order to feed themselves SUSTAINABLY. Their culture has significant ties with nature. In this unit, the students are asked to think about how they would survive if they were isolated by becoming lost or isolated by war. They may have been shipped wrecked along the Macleay Coast 300 years ago. The area has no shops and all survival is dependent on taking resources from the land and ocean Learning survival occurs by observing how the Indigenous occupants of the land live sustainably. Indigenous people understand the ecological cycles and seasons that dictate food sources, medicines and shelter and this understanding underlies migration patterns of communities. Sustainable use of the land results in a continued resource.

Prescribed Focus Area Outcome 4.1: A student identifies historical examples of how scientific knowledge has changed people’s understanding of the world.

(a) Identify some of the scientific ideas that different cultures have contributed to science throughout history

(b) Describe (using examples including those developed by Aboriginal peoples) ideas developed by different cultures to explain the world around them.

Outcome 4.5: A student describes areas of current scientific research.

(c) Identify scientific skills that can be useful in a broad range of careers.

(d) identify possible career paths (eg NPWS, ecotourism, rangers) Knowledge and Understanding Outcome 4.8: A student describes features of living things 4.8.2a: classify living things according to structural features and identify that they have patterns of similarities and differences 4.8.2b: identify a range of plants and animals using simple keys Outcome 4.10: A student identifies the factors affecting survival of organisms in an ecosystem 4.10a: describe some adaptations of living things to factors in their environment 4.10b: describe, using examples of food chains and food webs from Australian ecosystems, how producers, consumers and decomposers are related. 4.10c: describe the roles of photosynthesis and respiration in ecosystems 4.10d: discuss some effects of bushfires, drought and flood on Australian ecosystems.

Outcome 4.11: A student identifies where resources are found, and describes ways in which they are used by humans 4.11.1a: distinguish between natural and made resources 4.11.1b: give examples of resources from living things and resources extracted from the air, earth and oceans 4.11opt research: Aboriginal people’s use of natural materials (including ochre and natural dyes), artefacts and weapons etc Skills 4.22.2: work in teams Outcome 4.16: accesses information from identified secondary sources 4/5.16a: use a range of sources, including databases, CD-ROMs and the internet, to access information 4/5.16b: use a variety of techniques, such as key words, skimming and scanning to identify appropriate information 4/5.16d: summarise information from identified oral and written secondary sources. Outcome 4.17: A student evaluates the relevance of data and information 4/5.17a: collate information from a number of sources 4/5.17b: distinguish between relevant and irrelevant information 4/5.17c: check the reliability of gathered data and information by comparing them with observations or information from other sources 4/5.1 7d: organise data using a variety of methods including diagrams and tables

Outcome 4.18: A student with guidance, presents information to an audience to achieve a particular purpose. 4/5.18a: select, and use appropriately, types of texts for different purposes and contexts including a discussion, explanation, procedure, exposition, recount, report, response or experimental record for oral or written presentation. 4/5.18b: select and use an appropriate medium to present data and information 4/5.18e: use drawings, diagrams, graphs, tables and flow charts to show relationships and present information clearly and/ or succinctly Values and Attitudes 4.23: demonstrates confidence and a willingness to make decisions and to take responsible actions 4.24: respects different viewpoints and is honest, fair and ethical 4.25: recognises the relevance and importance of lifelong learning and acknowledges the continued impact of science in many aspects of everyday life 4.27: acknowledges their responsibility to conserve, protect and maintain the environment for the future Prerequisite knowledge 4.9.1c: explain night and day in terms of Earth's rotation 4.9.1d: explain the seasons in terms of the tilt of Earth's axis and its revolution around the sun.

Equipment (experimental) needs Program Student Journal Excursion sheets Optional Video equipment Microphone / tape recorders Assessment Task • Participation in excursions based on completion of excursion activities or alternative arrangements made for estimates 40 %

• Completion of unit book/ journal 40%

• Survival Plan 20%

Assessment coding based on Quality Education in NSW Schools (Jan 2004)

Format

Quality Education Coding (Jan 2004)

Instructions verbal/written with examples of work showing possible quality levels

2.1: statements regarding the quality of work are explicit Criteria used to assess 2.3: High expectations

4-5 3-4

Completion of a journal (written or visual) that is inclusive of: • interpretation of life cycles,

seasons and sustainability into patterns of survival by indigenous culture

• Interpretation of data and visual information

• construction of food chains and food webs

1.1: Deep knowledge 1.2: Deep understanding 1.6: Substantive communication

4 4 4-5: presentation of sustained ideas/ arguments

Design of survival plan if social infrastructure collapsed and the need to emulate Indigenous lifestyle to survive

Synthesis/ Sharing

1.3: Problematic knowledge 1.4: Higher order thinking

3: (socially and culturally constructed multiple perspectives with basic assumptions questioned 3-4: One or more parts require higher order thinking

Indigenous knowledge and respect for other cultures

3.2: Cultural knowledge

5

Student Assessment Checklist: Students tick box when completed A: Completion of student work sheets J1 J5 J9 J2 J6 J10 J3 J7 J11 J4 J8 J12 B: Excursion Sheets C: Excursion Journal with Action Plan D: Survival Guide Support Options Literacy ? Verbs? Technology? Pedagogy? Student needs ? Assessment ? Unit Evaluation?

Survival in the Macleay Section 1: Worksheets Section 2: Excursions and completion of Journal (include Action Plan) Section 3: Survival Guide (Written or multimedia) Section 4: Appendices: Excursion sheets Reflections/ Evaluation

Outcomes Syllabus Content (PFA’s ,K/U)

Outcomes Syllabus Content (Skills)

Outcome Indicator: Students will be able to:

Teaching/ Learning Activity

Resources

4.21c: produce creative solutions for problems

Identify which items from a given list of shipwrecked materials then justify their choices. (J1) Extension: refine choice by subsequent negotiation within a larger group Completion of worksheet that

Setting the context: Students think about what they would do if they became lost, isolated by war (Tomorrow Series) or ship wrecked on the Macleay. There are no shops. How would you survive!! Indigenous Australians lived in Australia for over 40,000 years with no shops or commercial farms. Could you? Activity: In a ship wreck where all food and fresh water is destroyed, pick five things that you would take from the wreckage. What not to take.

Worksheet: What would you do? John Marsden’s Tomorrow Series

Revision 4.9.1c: explain night and day in terms of Earth's rotation 4.9.1d: explain the seasons in terms of the tilt of Earth's axis and its revolution around the sun.

4/5.18e: use drawings, diagrams, to show relationships and present information clearly and/ or succinctly

Draw: • one diagram to demonstrate the

relationship between the earth’s rotation, the sun and day / night (J2a)

• one diagram to demonstrate the relationship between the earth’s revolution, the sun and the season’s (J2b)

• develop their own sense of time and place by nominating their own activities at different times in the year (J3)

I am a living thing occupying a place in time Activity: Drawing cycles for one day in different seasons in a year of the student’s life. [Develop idea of each student in their own time and place leading into nature’s cycles as the basis of ecology].

Work sheet: Cycles of my Life Cycles in tides in one day create big differences in one habitat e.g. Blue Planet Video

4.11.1b: give examples of resources from living things and resources extracted from the air, earth and oceans

4/5.18e: use drawings, diagrams, graphs, tables and flow charts to show relationships and present information clearly and/ or succinctly

• Link the life cycle of an oyster

(incomplete close) to the ‘fattening season’ and the seasonal Indigenous use as a food especially in Indigenous Gatherings (middens). (J4)

• Read climate graphs and draw a

flow chart of the seasons that links Indigenous movements to the maturing stage of oysters, lilly pilly and running of the fish. (J5)

Life Cycles of organisms that feature in this topic

• Oyster • Lilly Pilly • Bream

Use literacy close and diagrams to discuss habitats and lead to habitats in ecosystems.

Teacher’s Resource Booklet

Ecosystems in the Macleay Link to work done in year 8 geography • Definitions work sheet • Formed by abiotic and biotic factors • Use posters/ photos to identify differences in abiotic factors • Rainforest, Eucalypt, marine,

Worksheet Visual posters, video etc

4.1a: describe some adaptations of living things to factors in their environment

4/5.1 7d: organise data using a variety of methods including diagrams, tables,

Order and match specific examples of organisms with adaptations to their related environments. Justify matches. (J6)

General Ecosystems Adaptations or organisms and why they live in specific ecosystems. Why different? ID some adaptations Activity: Cut, match & paste adaptations to specific environments. Use to develop sense of where (what ecosystem) to find particular foods e.g. plump fruits (e.g. lilly pilly in rainforest), wattle seeds in sclerophyll woodlands

Worksheet?

4.10c: describe the roles of photosynthesis and respiration in ecosystems 4.11.1b: give examples of resources from living things and resources extracted from the air, earth and oceans

4/5.16a: use a range of sources, including databases, CD-ROMs and the internet, to access information 4/5.16b: use a variety of techniques, such as key words, skimming and scanning to identify appropriate information 4/5.1 7d: organise data using a variety of methods including diagrams, tables,

• Label a diagram of a herb

angiosperm to identify plants as a producer, sources of plant food types (eg fruit, nuts, roots, tubers, sap, leaves, stem) (J7)

• Predict the season, ecosystems and local sources for Indigenous foods based on the last activity. Research to complete the task (J8)

Plants as food Plants are food because they are producers which absorb energy and nutrients. (photosynthesis). Different seasons produce different plants parts as food. Activity: Where and when do you find foods? Match plant food types (fruit & nuts, roots& tubers, sap, leaves, stem) to different ecosystems/ environments. [if appropriate this could be an outside activity]

Worksheet? Experiment:: Treat wattle seeds to fire, boiling or planting to see resultant successes

4.11.1b: give examples of resources from living things and resources extracted from the air, earth and oceans

4/5.16d: summarise information from identified oral and written secondary sources. 4/5.1 7d: organise data using a variety of methods including diagrams, tables,

Records (draw or take photos) to identify and record food plants for a table in their journal. Some will be examples from last section. Identify necessary treatment of plants food parts (e.g. Breadfruit that needs soaking otherwise poisonous) (J9)

Food Park excursion: (double period) Plants are source of energy for all living things. Examine and taste foods from plants. • Possible some plant ID, photos for

journal • Relate plant food type to ecosystem

using keys

Djgay Food Park, Kempsey TAFE Making wattle seed anzac biscuits

4.10a: describe some adaptations of living things to factors in their environment 4.11.1a: distinguish between natural and made resources 4.11.1b: give examples of resources from living things and resources extracted from the air, earth and oceans

4/5.16b: use a variety of techniques, such as key words, skimming and scanning to identify appropriate information 4/5.16d: summarise information from identified oral and written secondary sources. 4/5.18e: use drawings, diagrams, graphs, tables and flow charts to show relationships and present information clearly and/ or succinctly

• Show a competent level of

comprehension by using key words correctly to complete a close based on life cycles of living things as resources (J10)

• Summarise (using flow charts)

adaptations of bream, oyster and kangaroo and relate these to their life cycles and the resultant use of these as land and ocean resources

• List relationships after analysing

videos, diagrams and graphs to determine timing relationships between Aboriginal seasonal movements and:

• the running of fish (winter) • fattening of oysters • fire culture to attract

kangaroos and other animals

Animals as Food: • Animals gain their energy as

consumers (respiration) • Food (nutrient) value • Animals are found in specific

environments • Hunting and gathering may be related

to fire culture Activity: Look at lifecycles of: Bream: relate to seasons and life cycle. Winter runs and movement of Aboriginals to coast in winter. Oyster: oysters are filter feeders that are affected by environmental factors on cycles and seasonal fattening. (Aboriginal use in gatherings and seasonal) Kangaroos: Use of bushfire culture to attract kangaroos to new shoots. (video)

4/5.13.3: describe ways to reduce risk to themselves and others when working in a field

Brainstorm and create a class list of safety rules for the excursions (walking on rocks, ocean, cliffs, dangerous sea creatures, toxic bush food)

PreLab Crescent Head Excursion: • Brief overview of Aboriginal use of

beach areas (fish trap, worms, pipis)

• Different ecosystems on the coast (ocean, estuary, creek) Differences depend on abiotic factors and determine animals and plants.

4/5.16d: summarise information from identified oral and written secondary sources.

Excursion 1: Survival at Crescent Head How would you survive if all the shops closed down? Context: The Coast is a combination of a number of ecosystems (rock pool, ocean, estuary and sand dune) determined by specific abiotic factors. These factors determine organism types and habitat reliant adaptations. Each ecosystem provided aboriginals with food, medicine and shelter depending on seasons and cycles. Fishing and gathering techniques are dependent on food source. Indicator: Completion of data collection excursion sheets based on Elder stories and environmental data collected to create a journal

An ecosystem under extreme pressure by humans Overview: (Water Tower) Use map to shade in location of four ecosystems (rock pools, ocean, estuary and sand dune). Location of Fish Trap Traditional Hunting and Gathering at Crescent Head (Richardson’s Crossing) • Totems and tribal constrictions

(reasons, spiritual, conservation?) • Hunting and Gathering Techniques (

Pipis, beachworms, oysters, crabs) Need for bag limits of today (post lab)

• Sand Dune Succession. Key ID of plants. .Source of bush food and medicine. Changed by non indigenous human impact

• Lunch: BBQ some pipis?? Ecosystem differences and Modern Pressures at Crescent Head • Testing water (ocean, creek and

estuary) for pH, salt, water clarity, temperature, signs of pollution

• Rock Pool in detail (Spotto for post lab food webs, adaptations)

• Pencil in storm water drains, sewerage • Draw in human activity as over lay on

map • Discussions: Ecological Management

Action Plan (How would you look after the area?)

Worksheets

4/5.18a: select, and use appropriately, types of texts for different purposes and contexts including a discussion, explanation, procedure, exposition, recount, report, response or experimental record for oral or written presentation. 4/5.18b select and use an appropriate medium to present data and information

Work on Journal

Post Lab Crescent Head • Discuss which techniques would be

useful in survival • Differences in ecosystems • The rock pool. Use Spotto to develop

relationships • Human Impact (tie later to impacts of

human onto food webs

4.10b: describe, using examples of food chains and food webs from Australian ecosystems, how producers, consumers and decomposers are related. 4.10c describe the roles of photosynthesis and respiration in ecosystems

Relationships in Ecosystems (use excursion examples) • Producers, Consumers, Decomposers • Food Chains • Food Webs • Cycling of nutrients in rock pools and

food web

Excursion Spotto Sheets

Pre Lab for Clybucca and Yarrahappini Clybucca

• What are middens? • Life cycles of animals eg oyster,

mussels, prawns • Coast Lines move over time. The

middens used to be on the coast many years ago.

• Explain the task of weighing oyster shells ie to estimate the number of years it has taken to build up these middens (approximation)

• Nutrition of oysters and seafood source as a food source

Yarrahappini Rainforest/ Eucalypt-Banksia Forests

• Line drawings to outline major ecosystems

• Reviewing a rainforest (already looked at in geography)

• What determines the location of different ecosystems (rainforest and eucalypt)

• Using senses to observe • Animal and plant adaptations

(survival skills) • Spotto and treasure hunt and to

work out what animals, plants and adaptations are in each forest.

4/5.16d: summarise information from identified oral and written secondary sources. 4/5.17a: collate information from a number of sources 4/5.17b: distinguish between relevant and irrelevant information 4/5.17c: check the reliability of gathered data and information by comparing them with observations or information from other sources

Excursion 2: Seasons in the Sun….Clybucca Middens /Yarrahappini Excursion Focus: Aboriginal people lived and moved with the seasons and life cycles of animals and plants (food sources). Animals and plants increase and decrease in numbers based on the season and stage in life cycles. Clybucca Middens Context: The life cycle and ecology of the mollusc oyster. Relate to use by indigenous groups as food source. At gatherings (Others include conchs, limpets, whelks) Sustainable use of food by limited population. Reason for food choice, reason for time of year, aging and size techniques, Aboriginal Elders stories. Significance and history of middens

Clybucca Middens Ecology of an area in another time (relate position of middens to old coast line and ecology subject to continual changes in the environment) • Food sources as part of ecosystems. • Catching and creation of middens • Use scale and maps to estimate size of

middens. Map it on old coast line • Estimation of age based on depth,

mass of oysters and relate to research figure of 1 mill tonnes

• Significance of middens (elders) Oyster Growers • Talk on ecology of oyster, commercial

growing and effects of pollution.(life cycle and seasons)

• Oyster growing as a career • Weighing of 10 oyster shells, averaging

for use in determining number of year represented in middens

4/5.16d: summarise information from identified oral and written secondary sources. 4/5.17a: collate information from a number of sources 4/5.17b: distinguish between relevant and irrelevant information 4/5.17c: check the reliability of gathered data and information by comparing them with observations or information from other sources

Excursion 2: Seasons in the Sun Yarrahappini [Lunch, sausage sizzle, kangaroo meat tasting, wattle seed damper, jams eg quandong, lemon myrtle tea, honey gem grevillea/ Silky oak nectar??] Yarrahapinni: Context: A place of significance for Dunghutti and Gambayngrri nations. Represents cooperative land management with new board (2004).Comparison of two ecosystems (rainforest and Eucalyptus / Banksia) and their use as sources of bush food and medicine) Ecotourism as a career Indicator: Completion of data collection excursion sheets based on Elder stories and environmental data collected to create a journal

• Tour of lookout/overview of Dunghutti

nation (Elders) (only if mini buses are used)

• Rainforest Amphitheatre: Measuring and testing of environmental factors. Factors that determine a rainforest

• Rainforest Walk: Observations based on senses (smell, sight, sound etc). Spotto of animals, plants and adaptations to be used in post lab food webs. Aboriginal food and medicines.

• Eucalypt/Banksia Mixed Open Forest Relate environmental factors of light, temperature, soil texture differences in ecosystems

• Draw pics of each ecosystem showing animal and plants types now and again in winter (work sheet) Give cycling info as clues

• Treasure Hunt (mars bar rewards??) based on ecology clues. Sorting into groups (classification) (post Lab food webs and adaptations)

• Talk on careers by Aboriginal Guide

4.10a: describe some adaptations of living things to factors in their environment 4.10b: describe, using examples of food chains and food webs from Australian ecosystems, how producers, consumers and decomposers are related.

4/5.18a: select, and use appropriately, types of texts for different purposes and contexts including a discussion, explanation, procedure, exposition, recount, report, response or experimental record for oral or written presentation. 4/5.18b select and use an appropriate medium to present data and information

Work on Journal based on Excursions (format given)

Post Lab for excursion 2: • Differences and similarities of two

ecosystems Rainforest and Eucalyptus / Banksia)

• Use spotto and treasure hunt games to construct food chains and food webs for each system

• Construct a different one for summer • Cycling of some nutrients

Relate both excursions to ecology of area and use this to reinforce the traveling patterns of local Aboriginals and their sourcing of food, medicine, ceremony and shelter

4/5.16a: use a range of sources, including databases, CD-ROMs and the internet, to access information 4/5.18a: select, and use appropriately, types of texts for different purposes and contexts including a discussion, explanation, procedure, exposition, recount, report, response or experimental record for oral or written presentation. 4/5.20: Problem solving • Identify nature of the

problem • Describe different

strategies that could be employed to solve and identified problem

• Use identified strategies to develop a range of possible solutions to a particular problem

From Crescent Head Excursion, identify human impacts and list or describe strategies to create an ACTION PLAN to solve and monitor environmental problems. The ACTION PLAN should be based on sustainability.

Out of Balance: What would this do to your chances of survival? * Relate human impact to the imbalance of ecosystems * Land clearing (habitat loss and loss of food sources for Aboriginals) * Rutile mining (sand dune sequences growing bitou bush) * Pollution (run off into Crescent Head Estuary) * Non sustainable harvesting (bag limits set by governments) cf to sustainable harvesting over 7000 years by indigenous Australians

WorkSheets How many of the following can you take in a day? • Pipis • Crabs • Oysters • Fish

4/ 5.18a: select, and use appropriately, types of texts for different purposes and contexts including a discussion, explanation, procedure, exposition, recount, report, response or experimental record for oral or written presentation. 4/15.19a: (Thinking critically) make generalizations in relation to a relevant set of observations

4/5/

Write or create (multimedia) a Survival Guide based on Elders teachings on excursions (journal) and class work.

Assessment Completion of Work Sheets Completion of Unit Journal Writing a Survival Guide

4/5.18b: select and use an appropriate medium to present data and information

Celebration/ Sharing: Year 8 students display survival guides and may be make/ take part in bush food for NAIDOC week or Parent Teacher night