Kakadu A DOCUMENTARY OF PEOPLE AND PLACE
© ATOM 2013 A STUDY GUIDE BY CHERYL JAKAB
http://www.metromagazine.com.au
ISBN: 978-1-74295-341-0 http://www.theeducationshop.com.au The Kakadu series is a visually stunning and powerful documentation of the wonders of Australia’s largest terrestrial national park, and of the people who work to learn more about it and keep it functioning as a place of high biodiversity value and as a safe tourist destination. The four-episode series Kakadu was filmed over a twelve-month period to show the flow of the seasons in the top end of Australia, and to show efforts to sustainably maintain the natural and cultural heritage for future generations.
Suitability: CONTENTS Recommended 3 Background information Kakadu for Years 7–10
3 The series at a glance:
3 Running time and credits
4 Episode summaries
5 Overview of curriculum and education suitability
6 Detailed synopsis
8 Detailed National Curriculum links
11 Before viewing
11 Viewing questions and discussion starters
Activities:
17 1. What do I know about Kakadu? True/false quiz (Worksheet 1)
18 2. Six seasons of Kakadu (Worksheet 2)
19 3. My story of Kakadu (Worksheet 3) SCREEN EDUCATION © ATOM 2013
21 4. Scientific research in Kakadu (Worksheet 4)
22 5. Where I stand: Moral dilemmas and values (Worksheet 5)
23 6. Project ideas
24 Resources
25 Worksheets 2 Running Time: 4 x 59 min
CREDITS
TOM E LEWIS: Presenter
NICK ROBINSON: Series Director / Producer / Cinematography
SUE CLOTHIER: Executive Producer – NORTHERN PICTURES
JOCELYN LITTLE: Executive Producer – BEACH HOUSE PICTURES
LUKE PETERSON: Cinematography
NB. See Worksheet 3 Information sheet for short biography of people featured in the series.
BACKGROUND wetlands of international than 2000 different plant species. INFORMATION KAKADU importance. • Some animal species in the park are • The South Alligator River is the only rare, endangered or endemic (not THE PARK large river system in the world to be found anywhere else in the world). completely within and protected by • Kakadu is considered to be one of • Kakadu National Park is situated in a national park. And Kakadu is the the most weed-free conservation the top part of the Northern Territory only national park in the world to areas in the world. in Australia. contain an entire river-system catch- • Kakadu’s waterways are inhab- • At 19,804 square kilometres, it is ment area. ited by saltwater and freshwater Australia’s largest terrestrial national crocodiles. park. THE HABITAT • The park is jointly managed by its THE SERIES AT Aboriginal traditional owners and the • Kakadu’s habitats include stone pla- A GLANCE Commonwealth Government teaus and escarpments, monsoonal • The name Kakadu is the result of rainforests, flood plains and billa- This series documents the dramatic the European interpretation of a bongs, tidal flats, coastal beaches change of seasons through a year in local Aboriginal floodplain language, and more, but the vast majority of Kakadu, described through the eyes called Gagudju the area (80 per cent) is covered by and voices of traditional owners and
• Kakadu National Park is listed as open savannah woodlands. park rangers who work to improve and SCREEN EDUCATION © ATOM 2013 a World Heritage Area and as a • Kakadu is home to over 10,000 dif- maintain this important site of cultural UNESCO site. ferent species of insects, over 280 and natural importance. The Kakadu • Kakadu is one of the few World bird species (that’s one third of all of series is presented as a behind-the- Heritage Areas that are listed for both Australia’s bird species), more than scenes journey in one of the most their natural and cultural heritage. 120 reptile species, sixty-eight spe- pristine natural environments left on • 683,000 hectares of Kakadu wet- cies of mammals, over 300 tidal and Earth. This program shares sights of lands are listed as Ramsar-protected freshwater fish species, and more the spectacular wilderness, wildlife and 3 cultural values of the area. The voices -- Curriculum links: Natural heritage, -- Curriculum links: Tourism, disas- of the scientists and traditional owners national parks, people, native wild- ters, risk management, science and who have devoted their lives to main- life and feral species assisting professions, natural herit- taining Kakadu present an in-depth -- Vimeo segment: age values and personal understanding of living Clip 1: This a Kakadu! Episode 1 -- Vimeo segment: Traditional owners things, our relationships to the land and Timestamp 00:26–02:00 and mining: Jeff Lee and the cultural insights into the elemental power of Clip 2: Crocodile control Vimeo clip importance of Koongarra Episode 2 nature at dramatic extremes presented Episode 1 Timestamp 03:30–06:48 Timestamp 23:17–26:16 by the climate. Episode 2 Episode 3 EPISODE SUMMARIES July–August December–January Episode 1 July in Kakadu is the Aboriginal season December in Kakadu is the time of the May–June of Wurrgeng, which locals call the cold monsoon build-up: the traditional own- season despite the blazing hot sun. ers call it Gunumeleng. Humidity can May in Kakadu is the Aboriginal season Each year around 200,000 tourists flood be near 100 per cent and temperatures of Yegge. After months of monsoon into the park at a time when bushfires, between forty and fifty degrees. In this deluge, the land is shown to slowly dry snakebite, crocodile attacks and road episode, everything is seen to struggle SCREEN EDUCATION © ATOM 2013 out. This episode shows the start of smashes keep traditional owners, with the conditions: animals, plants and another year with the danger that can rangers and emergency services on humans. The flood plains are shown threaten the annual influx of tourists. In call 24/7. The episode highlights the as cracked desert landscapes. While the Jim Jim district, Kakadu’s tradi- sites and activities tourists engage in, the sky is black with huge thunder- tional owners and rangers talk about along with the life-and-death pressures head clouds and lightning, these storm their work to make the park safe from for everyone in the remote area and cells produce little rain. The scientific dangerous feral animals, rogue crocs how risks are managed by the various study of the park is presented through and poachers. services. the work of individual projects – the 4 conservation of the northern quoll and savage winds flattening trees, choking Cross-curriculum priority: the search for more rock art before the kilometres of access roads. Amid the Sustainability monsoon arrives. chaos created for tourists, residents and park staff, the people of Kakadu are Related content topics: Biodiversity, -- Curriculum links: Conservation, shown going about life and work in this Ecosystems, National parks, sustainability, endangered species, ancient wilderness. Conservation, Introduced species, feral animals Feral animals, Endangered species, -- Vimeo segment: -- Curriculum links: Risk manage- Extinction, Sustainability, Natural herit- Clip 4: Northern quoll endan- ment, extreme weather events, feral age, Tourism, Cultural heritage, Ethics gered species: Training not to eat life management, wilderness values, cane toads Episode 3 Timestamp cultural heritage values Major Learning area foci: 33:07–37.00) -- Vimeo segment: Science; Geography Clip 5: Relationship with land Episode 4 (Episode 4 Timestamp 54:30–56:15) -- Science: Understandings: Biological sciences & Earth science, Science February–April OVERVIEW OF inquiry skills, Science as a human CURRICULUM AND endeavour Monsoon torrents replace the heat EDUCATION SUITABILITY -- Geography: Place and space in Kakadu during the season called SCREEN EDUCATION © ATOM 2013 Gudjewg. The unpredictability of storms Classroom connections Additional Learning areas is shown in this episode, causing mayhem that must be managed by the Levels: Activities in this guide are -- History: Continuity and change park staff to ensure safety of the people designed for junior to middle secondary -- Arts: Media Arts and the natural values of the park – ris- (Years 7 through to 10). Material in the ing floodwaters, feral buffalo stalking Kakadu series is also suitable for senior Reference: ACARA unwary tourists, locals getting washed Geography, Earth & Environmental
predictions The series presents Kakadu as a life- Park, who must be protected by the SCREEN EDUCATION © ATOM 2013 • draw conclusions and communicate and-death drama where humans are people who dedicate their lives to mak- ideas and understandings vulnerable creatures when they venture ing sure every visitor is cared for, while into this remote area of Australia. On also protecting the natural inhabitants. Science as a human endeavour the flood plains and ancient sculptured The Park’s natural inhabitants, however, • consider how science is used in escarpments, danger and great beauty are the focus of most of the stories; work and leisure often go hand in hand. This series they are described in loving detail, along presents the World Heritage–listed with the threats to their future from feral Geography – Years 7–10 natural-world wonder of Kakadu at its pest animals such as cane toads and 6 buffalo, invasive weed species such as life, flesh-seeking reptiles, birds and Many hundreds of hours of filming deep mimosa and poaching by people. humans are all seen to contribute to the in the heart of the living wilderness has place we call Kakadu. documented the people of this place in The four-part Kakadu series tells many intricate detail, creating the feeling of stories of human devotion to the values Each character in the story plays their an epic drama alongside the stunning of the Park and how all activities there part in creating the closeness of the visuals of the treasured ecosystems that are dominated by the natural cycle of series Kakadu. The viewer shares in tourists flock to experience. the seasons. the efforts that individuals will make to enhance and protect this place of By seeing through the eyes of those But the care that needs to be taken great natural and cultural heritage – be who give their lives to Kakadu – the by anyone entering this wilderness is it catching crocodile, hunting buffalo, rangers, scientists and traditional own- always close to mind. Deadly predators removing invasive mimosa weeds or ers – a new understanding of the living lie beneath the billabong surface and counting turtle eggs. things found there can develop for the creep through the rugged stone towers. viewer, along with a deeper insight into Kakadu is valued because it is wild The filming of this four-part epic over a the elemental power of nature at its and humans can become just another year’s seasonal changes brings to life dramatic extremes. Kakadu is the story species fighting to survive when they the dominance of the seasons in life of rebirth, renewal and change of the enter this realm. Kakadu as presented in the top end: The park workers talk six seasons, which were defined by in this series can be seen as primal and of the months of dedication working the Bininj/Mungguy people – Kakadu’s SCREEN EDUCATION © ATOM 2013 frightening, while at the same time it is in searing heat and monsoon storms Aboriginal owners. magical and entrancing for those who as their activities are caught on film, live, work and visit there. including fighting fires, rescuing injured The Kakadu series provides numerous tourists, catching poachers, being opportunities for students to learn more Park rangers, local residents, traditional caught in storms, searching for rock art about how each season brings unique owners and visitors are seen among the in near 50oC heat and tracking endan- dramas and beauty to the Park, and living things in the wilderness as players gered northern quolls for months on new challenges for those who live and in the same natural drama; microscopic end, to name only a few of the activities work there. creatures, insects, plants, aquatic presented in the series. 7 DETAILED NATIONAL relationships through increasingly increasingly complex representations. CURRICULUM LINKS complex representations. They make predictions and propose explanations, drawing on evidence to Science Understanding: There are differences support their views. within and between groups of organ- Year 7 isms; classification helps organise this Understanding: Sedimentary, igne- diversity. (ACSSU111) ous and metamorphic rocks contain In Year 7, students explore the diver- minerals and are formed by processes sity of life on Earth and continue to Interactions between organisms can be that occur within Earth over a variety of develop their understanding of the role described in terms of food chains and timescales. (ACSSU153) of classification in ordering and organis- food webs; human activity can affect ing information. They use and develop these interactions. (ACSSU112) Year 9 models such as food chains, food webs and the water cycle to represent and Water is an important resource that Explore the interdependencies be- analyse the flow of energy and matter cycles through the environment. tween biotic and abiotic components of through ecosystems and explore the (ACSSU222) ecosystems. impact of changing components within these systems. Year 8 Relationships between aspects of the
living, physical and chemical world SCREEN EDUCATION © ATOM 2013 They investigate relationships in the They begin to describe the role of are applied to systems on a local and Earth–sun–moon system and use energy in causing change in systems, global scale and this enables students models to predict and explain events. including the role of heat and kinetic to predict how changes will affect equi- Students make accurate measure- energy in the rock cycle. Students use librium within these systems. ments and control variables to analyse experimentation to isolate relationships relationships between system compo- between components in systems and Understanding: Ecosystems consist nents and explore and explain these explain these relationships through of communities of interdependent 8 organisms and abiotic components of the many uses of water, the ways it is and landscapes by diverse cultures, the environment; matter and energy flow perceived and valued, its different forms hazards associated with landscapes, through these systems. (ACSSU176) as a resource, the ways it connects and management of landscapes. places as it moves through the environ- ‘Landforms and landscapes’ develops Year 10 ment, its varying availability in time and students’ understanding of the concept across space, and its scarcity. ‘Water in of environment and enables them to Students explore systems at different the world’ develops students’ under- explore the significance of landscapes scales and connect microscopic and standing of the concept of environment, to people, including Aboriginal and macroscopic properties to explain phe- including the ideas that the environment Torres Strait Islander peoples. These nomena. Students explore the biologi- is the product of a variety of processes, distinctive aspects of landforms and cal, chemical, geological and physical that it supports and enriches human landscapes are investigated using stud- evidence for different theories, such as and other life, that people value the ies drawn from Australia and throughout the theories of natural selection. environment in different ways and that the world. the environment has its specific haz- Understanding: Global systems, ards. Water is investigated using studies Year 9 including the carbon cycle, rely on drawn from Australia, countries of the interactions involving the biosphere, Asia region, and countries from West ‘Geographies of interconnections’ lithosphere, hydrosphere and Asia and/or North Africa. focuses on investigating how people, atmosphere. (ACSSU189) through their choices and actions, are SCREEN EDUCATION © ATOM 2013 Year 8 connected to places throughout the Geography world in a wide variety of ways, and ‘Landforms and landscapes’ focuses on how these connections help to make Year 7 investigating geomorphology through and change places and their environ- a study of landscapes and their land- ments. This unit examines the intercon- ‘Water in the world’ focuses on water forms. This unit examines the processes nections between people and places as an example of a renewable environ- that shape individual landforms, the val- through the products people buy and mental resource. This unit examines ues and meanings placed on landforms the effects of their production on the 9 SYSTEMS
OI.1 The biosphere is a dynamic system providing conditions that sustain life on Earth.
OI.2 All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival.
OI.3 Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems.
WORLD VIEWS
OI.4 World views that recognise the dependence of living things on healthy ecosystems, and value diversity and social justice are essential for achieving sustainability.
OI.5 World views are formed by experiences at personal, local, national and global levels, and are linked to individual and community actions for sustainability.
FUTURES
OI.6 The sustainability of ecological, social and economic systems is achieved through informed individual and community action that values local and global equity and fairness across generations into the future.
OI.7 Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments.
OI.8 Designing action for sustainability requires an evaluation of past practices, the assessment of scientific and technological developments, and balanced judgments based on projected future economic, social and environmental impacts.
OI.9 Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments.
places that make them. Students exam- environmental geography through an methods to evaluate and select strate- ine the ways that transport and informa- in-depth study of a specific environ- gies to manage the change. tion and communication technologies ment. The unit begins with an overview have made it possible for an increas- of the environmental functions that Reference: ACARA ing range of services to be provided support all life, the major challenges
These distinctive aspects of intercon- peoples – that influence how people SCREEN EDUCATION © ATOM 2013 nection are investigated using studies perceive and respond to these chal- Senior Science drawn from Australia and across the lenges. Students investigate a specific world. type of environment and environmen- Biology tal change in Australia and one other Year 10 country. They apply human–environ- -- Unit 1: Biodiversity and the intercon- ment systems thinking to understand nectedness of life ‘Environmental change and man- the causes and consequences of the -- Unit 3: Heredity and continuity of life agement’ focuses on investigating change and geographical concepts and 10 Earth and Environmental Science BEFORE VIEWING work there? What jobs would need doing? Who would work and live -- Unit 2: Earth processes – energy Discuss with students their prior there? transfers and transformations knowledge of Kakadu National Park, 4 Have you visited any of these plac- -- Unit 4: The changing Earth – the and national parks in general prior to es? Has anyone seen any animals, cause and impact of Earth hazards watching Kakadu. Ask students to note including dangerous ones, ‘in the any information that is they find disturb- wild’? Senior Geography ing/new/interesting or that they wonder 5 What living things are in the Kakadu about with regards to what is presented, habitat? What role does each play in -- Year 11 – Unit 1: Natural and eco- environmental issues and sustainability, ecosystems? What has happened to logical hazards or the filming, while they are viewing the the natural habitat since Europeans -- Unit 2: Sustainable places first episode. arrived in Australia? -- Year 12 – Unit 3: Land cover 6 Do you often watch natural history transformations Focus attention on the topic of the films at home? What do you think series by asking: would go into making this film? To Reference: ACARA what extent do you value natural
vation? How important is it to you? SCREEN EDUCATION © ATOM 2013 CROSS-CURRICULUM Why do people go to visit places like VIEWING QUESTIONS PRIORITY: SUSTAINABILITY Kakadu? What dangers are there for AND DISCUSSION visitors? STARTERS
2
Episodes: The questions are divided Yegge? (11:30–12:20) 27:25; 48:10) into four groups, each one covering 7 What does the rock art add to the 13 What role do the birds play in the one episode. The questions are time- values of the park? (11:30) food web? (03:15–07:20) stamped to allow review of pertinent 8 What problem does invasive species 14 How do visitors influence life and sections. Teachers could use the times- such as mimosa cause the park work in Kakadu? (07:20–13:35) tamps for ease of access to the content. environment? (11.30–15.30) 15 How would you describe responsi- 9 How important is scientific research ble tourism? (07:20–13.35) These starters link directly to the activi- in the park? (Orphaned animals and 16 How are the crocodiles being stud- ties that follow in this study guide. threatened species 15:30–16:45; ied? (13.30–20.03; crocodile crime fish survey 37:40–40:30; turtle sur- scene investigation 41:00–46:12) RESPONDING TO EPISODE 1 vey 44:00–48:30) See image 2 above. 10 What control measures do you 17 What is a diversity hotspot and how May–June: the Aboriginal think there should be on crocodiles do you think they arise? (Hotspots season of Yegge and feral wildlife inside and outside 20.03–23.22; small mammals – the park? (Crocodile 17:20–27:30, mosaic tail rat and sandstone 1 What is Kakadu? (00:00–02:00) 48:30–54:24; buffalo 40:30–44:00) antechinus 33:50–37:00; northern 2 In what ways could Kakadu be See image 1 above. quoll and cane toad 37:00–40:54, described as ‘magic’? (01:00–02:00; 46:15–48:03)
54:24–56:20) RESPONDING TO EPISODE 2 18 What role do traditional owners’ SCREEN EDUCATION © ATOM 2013 3 What season is it in April and how values play in managing the park? does it affect work in the park? July–August: the Aboriginal (23:25–26:53) (02:00–10:06) season of Wurrgeng 19 How do people prepare for fire 4 How do you think crocodiles should in the dry season? (27:25–30:30; be managed? (05:10–10:05) 11 What are the changes in weather at 48:10–56:40) 5 Why do people use burning to man- this time of year? (02:15–03:30) 20 What services are in place to man- age the park? (10:06–11:30) 12 What makes the floodplains dry out age risks and injuries in the park and 6 What happens in the season of at this time of year? (03:00–03:30; remote areas? (30:30–33.50) 12 2
1 3
RESPONDING TO EPISODE 3 28 How do crocodiles conserve energy species such as buffalo and mimosa in the dry season? (26:00–29:00) so important to the quality of the December–January: the 29 What has led to the northern quoll environment? (14:15–18:15) Aboriginal season of reduced numbers and endanger- 35 How important is caring for individu- Gunumeleng. ment of extinction? (31:15–37:45) al orphaned and injured animal such 30 In what way is the rock art In as the wallaby and northern quoll? 21 In what ways are the wildlife desper- Kakadu ‘the greatest art collec- (18:15–24:21) ate in ‘the build up’? (03:00; mon- tion on Earth’? (38:35–44:35; 36 What role do predatory fish such soon arrives 53:45) 47:00–53:26) See images 1 and 2 as sharks play in the system? What 22 How do animal behaviours change above. information is gained in conducting at this time of year? (Termites 4:20) surveys? (25:00–29:30) 23 What is special about the giant RESPONDING TO EPISODE 1 37 How important is it to be self-reliant storm cells and the arrival of the in remote areas? (32:10–36:00) monsoon? (7:00; 53:45–55:15) February–April: the Aboriginal 38 How can risks be minimised 24 What are some of the things that season of Gudjewg. by tourists and park workers? happen when monsoon is delayed? (35:40–40:20) (7:00–14:00) 31 How does the weather of the ‘wet 39 What insights can be gained from 25 Where are croc eggs for farming season’ effect the park at this time tracking crocodiles with transmit-
obtained and cared for? (Collecting of year? (01:45–3:48; 8:20–10:30; ters? (40:00–44:00; 48:30–53:15) SCREEN EDUCATION © ATOM 2013 eggs 14:43–23:10; hatching 29:30; 55:33) 40 What might be seen in a nocturnal 44:35–47:00) 32 What are the problems feral buffalo wildlife survey? (Frogs 44:50–47:59 26 What do you think of the croc egg present and how are they managed? See image 3 above. hunter’s statement, ‘if it was really (04:00–8:22) dangerous I would not do it’? (22:22) 33 How important are fish in the eco- 27 What leads to changes at this time, system and how they monitored? such as traditional enemies living (10:30–13:25) side by side? (24:19–26:10) 34 Why is management of invasive 13 VIMEO CLIPS AND ACTIVITIES
The following short segments from the Kakadu series are available on- line for ease of access. The excerpt narration and dialogue is provided with the recommended activity and discussion questions for ease of ac- cess to the reference.
Clip 1.
THIS IS KAKADU
Episode 1 Timestamp 00:26–02:15
-- Purpose: Introducing Kakadu Clip 2. National Park 10:03:49:09 -- Focus question: What is Kakadu? CROCODILE CONTROL Kathy Wilson SOT: -- Activity: What do I know about VIMEO CLIP People who have come in from in- Kakadu? terstate or overseas aren’t aware of -- What makes something a Episode 1 Timestamp 03:30–06:48 how dangerous these animals are. natural treasure? 10:03:58:18 -- What is Kakadu and why is it -- Purpose: Crocodile control in Voiceover: Over the wet season, important? tourist season large saltwater crocodiles have -- What is a national park and -- Focus question: How do you made a long journey from the tidal what are the values that make think crocodiles are controlled to rivers, up through the flood plains, a place special? allow tourism in Kakadu? all the way to the base of the falls. -- How are areas awarded World -- Activity: Should the Jim Jim and To make the falls area safe for tour- Heritage, Ramsar status? Twin Falls be closed to visitors ists, the crocs have to go. -- In what ways does ‘nature call when crocodiles are present? After a long hike in, visitors can’t the shots’ in Kakadu? -- What are the ways crocodiles resist a swim in this pristine pool. -- Related excerpts: Ep 1 54:24– can be cleared? And they don’t want to share it end; Ep 4 54:45–56:19 -- What is Kakadu and why is it with a hungry croc. -- Links to: What do I know about important? The rangers have only three weeks Kakadu? True/false quiz -- What is a national park and to clear the crocs from a ten-kilo- what are the values that make metre radius of the falls. 10:00:00:00 a place special? 10:04:43:13 Voiceover: This is the Aboriginal -- How are areas awarded World It’s a big responsibility. land of Kakadu in Australia’s Heritage, RAMSAR status? 10:05:11:24 Northern Territory. -- In what ways does ‘nature call Garry Lindner: Crocodiles can eat At 20,000 square kilometers, it’s the shots’ in Kakadu? a lot of tucker. Turtles, fish, fresh- Australia’s largest terrestrial na- -- Related excerpts: 05:10–10:05 water snakes and stuff like that. tional park. Ep 2 13.30–20.03, Crocodile crime In these areas here the prey for a One of our greatest natural scene investigation 41:00–46:12; crocodile can be exhausted really treasures. Ep 3 Collecting eggs 14:43–23:10, quick. 10:01:57:12 Hatching 44:35–47:00; Ep 4 So what that means is: you come Voiceover: Rangers and traditional (40:00–44:00; 48:30–53:15) along, you got a hungry croc in the owners work to try and hold on to -- Links to: Working in Kakadu water. He’s gonna be lean and he’s
its magic. (Worksheet 3) gonna be looking at you if you get SCREEN EDUCATION © ATOM 2013 10:02:04:11 -- Extension Activity: Debate: into the water. Voiceover: It’s a land of wild ex- Crocodile numbers need to be 10:05:40:05 tremes … controlled in Kakadu for the Kathy Wilson: It’s quite decep- Scorching hot one season, and tor- safety of tourists OR crocodile tive for a lot of people with a small rential rain the next. numbers are so high they no body of water like this. You don’t longer need protection. expect to find a great white in a
14 swimming pool. But a saltwater -- Extension Activity: Explore money, you can end up anywhere. crocodile could easily live in here the history of uranium mining in You know, you could be a rich all year if there’s a food supply. Australia. man, living in your country or living They don’t need much water; they Investigate the processes elsewhere and it’s not our way, that just need food. involved in awarding natural or way. Our land is our land. We have People come and walk into this cultural heritage value. to protect it. You know. Forever, or area, see the water, it’s beautiful where we stand. clear water. They can see the fish 10:23:17:13 I love this country. swimming around and it looks so Voiceover: Kakadu is not only spe- Money don’t mean nothing to me. inviting. But there’s dark waters cial for it’s biological diversity. This Country is very important. Country here, it could be hiding several rugged land has been inhabited stay here. Money comes and go. crocs. for countless generations and it’s You make money. You can’t make 10:06:18:05 home to the oldest living culture on ‘em this country back. It will never Kathy Wilson: There’s not enough earth. Traditional owners still play come back the same. food in here to sustain a large a big role in how Kakadu’s looked 10:26:16:20 animal right through the dry sea- after, balancing the ecological with Voiceover: Jeff has recently won son, and people, especially small the economic. his battle. And his land will now children, will easily be targeted. It’s a balancing act that has lead to be incorporated into the National Even people just walking by, walk- one of Australia’s longest-running Park, where it will be protected ing up to the edge of the bank environmental sagas. indefinitely. looking at the water – they’re at When Kakadu National Park was high risk. created in 1979, some areas were Clip 4. excluded because of their poten- Clip 3. tial deposits of Uranium. One of ENDANGERED SPECIES those areas – the Ranger lease STUDIES: TRAINING TRADITIONAL OWNERS, – is currently (and controversially) NORTHERN QUOLL NOT TO CONSERVATION AND being mined. But the develop- EAT CANE TOADS MINING: JEFF LEE AND ment of mines at both Jabiluka and KOONGARRA Koongarra has been suspended (Episode 3 Timestamp 33:07–37:00) due to fierce opposition. (Episode 2 Timestamp 23:17–26:17) Jeff Lee is the traditional owner -- Purpose: Scientific research on of Koongarra; 1200 hectares of conservation, introduced species -- Purpose: Presenting traditional wilderness, also containing rich and endangered species landowner views of place. reserves of uranium. -- Focus question: How can sci- -- Focus question: Do you think He’s spent most of his adult life entists help prevent extinction of there should be mining in Kakadu fighting to have his land preserved. endangered species? National Park? 10:24:49:21 -- Activity: How can quolls be pre- -- Activity: How does mining effect Jeffrey Lee: This area here, you vented from eating cane toads? Kakadu? know I grew up and things. My -- What are the threats to north- -- How does the Indigenous heart is here, always. And it’s not ern quoll? owner see caring for the going to go anywhere. And I’ve -- What is so deadly about eat- land? been walking around this area here ing cane toads? -- What is mined in Kakadu? with my family. Everything here is -- How does this program hope -- Why is scientific study of the very special to me. to increase quoll numbers? park necessary? Voiceover: He has taken his battle -- Would you like to do this type -- What is a national park and to the World Heritage Committee of work? what are the values that make in Paris and turned down a large -- How important would you a place special? fortune for a clean river and healthy rate this work? -- What special challenges are country. -- Links to: Activity 6: Scientific faced by those who live and 10:25:18:09 research in Kakadu work in remote areas? Jeffrey Lee: The mining company -- Related excerpts: Episode 4 -- What job would you like to that wanted to mine Koongarra … Timestamp 21:39–24:30
have in the area? one of the biggest mining compa- -- Extension Activity: Investigate SCREEN EDUCATION © ATOM 2013 -- Related excerpts: Ep 4 nies in the world. What the offer the history of the cane toad 54:45–56:19; Ep 3 38:35–44:35, was here for Koongarra is huge, in Australia, why it was intro- 47:00–53:26 big money. duced and how it has spread. -- Links to: Activity 5 Values Yeah, If this mine would have gone Investigate why it is so danger- checklist ahead, I mean, you know, that ous to Australian wildlife.
15 10:33:07:20 10:35:59:20 would you want to see and do Voiceover: Biologist Teigan Must be here somewhere … urgh, there? Cremona is studying a very special oh no. Oh, we’ve got a little quoll population of northern quolls in here. It’s been killed by something, 10:52:59:03 Kakadu. maybe a dingo or a wild dog. It’s Sarah Kerin SOT: This population has been trained to almost been torn in half. Looks like I spend a lot of my time in front of avoid toads at the territory wildlife a female. a computer and a desk so to come park and then released as part of 10:36:28:18 and fly over the park to really, really a bold scientific project to try and I’ve been following this baby, you appreciate it … save Australia’s marsupial cat. know, basically since it became It’s one of the most amazing 10:33:38:05 independent. sights, I think, in Australia and Teigan Cremona: These juveniles 10:36:36:14 possibly, the world. The park’s that we are tracking, their mums This is a small population so every joint-managed with the traditional have been toad-trained but the off- single quoll that dies has a huge owners. And there’s around about spring themselves have not been impact, especially female quolls – thirteen clans in this area. The toad-trained so that’s what we’re there are just so few of them and land itself is crisscrossed and really looking at, if they’ve learned we really need the females to just dotted with dreaming trails and without us intervening. hang on that bit longer to repro- significant sites; it’s part of their 10:33:50:02 duce in the next year. cultural heritage. It provides food, Voiceover: If the mothers can pass 10:36:54:21 it provides resources, I guess, the the toad-training on to their young This quoll hasn’t died from a cane foundation for their culture. then this species may come back toad, that’s a positive thing. This It’s a privilege to be able to work from the brink of extinction to quoll might have been avoiding in a place like Kakadu and also to recolonise it’s former habitats. cane toads, and it’s just been have developed the relationships 10:34:10:11 unlucky to get snatched by a that I’ve developed with the tradi- Teigan Cremona: I try not to be a predator. tional owners whose land this is. hermit all the time but when I’m 10:54:08:11 out here you end up a bit like that, Clip 5. Voiceover: all alone! The traditional owners of Kakadu The only living things I see are RELATIONSHIP WITH LAND still live in the park – Some in quolls; I think they’re part of my Jabiru, others on outstations. family now – I start to recognise (Episode 4 Timestamp 54:30-56:15) They maintain a deep connection them and look forward to seeing to the place and continue to pass them every day. -- Purpose: Explore the value that on their culture and knowledge to 10:34:44:04 Kakadu National Park has for dif- younger generations. Oh looks like we got a quoll. ferent people They are custodians of an inti- Cute little one. What we’ve got is -- Focus question: How does the mate understanding of Australia’s a little girl; it’s always nice to see series Kakadu describe relation- environment – one that has been them, make sure growing well, and ship with land? accumulated over tens of thou- she is she’s a fantastic size. It’s -- Activity: sands of years. touch-and-go for this species; it is -- What does the expression We, the Aboriginal people of a small population that we’ve been ‘indivisible part of the land’ Australia, have always considered studying. So every single quoll out mean to you? ourselves an indivisible part of the here makes a difference. If this -- How important is conserva- natural world. program works out here with the tion of natural and cultural Our greatest law is to look after toad-training that means it can be heritage to you? country, the animals and the plants used elsewhere and we can have a -- Can tourism and develop- we share it with. good chance at conservation. ment be developed as well as All of Australia was like this once. 10:35:33:15 maintaining heritage values? But there’s not many places like So I’m picking up a double beep, -- How important is Kakadu? this now. which means the quoll has been -- Extension Activity: Create a Kakadu is a wild land and now, still for at least seven hours. It tourist brochure, PowerPoint more than ever, it’s a land worth
could mean two things– if the presentation or other format link- protecting … SCREEN EDUCATION © ATOM 2013 collar has fallen off, but the other ing to: Values of Kakadu … for generations to come. alternative is that a quoll has died. -- Kakadu is a very large park with The collar has probably just got- many points of interest. What ten too small for the quoll and we would a five-to-seven–day tour shouldn’t have too much trouble you might like to do look like? finding it. When would you go? Which places would you visit? What 16 ACTIVITIES Focus question: What is Kakadu and watching the first episode or re- why is it important? searching further information. 1. 3 After watching the episode, they Teacher background: The quiz ques- could correct/add to their answers WHAT DO I KNOW ABOUT tions are developed from the basic and questions based on what they KAKADU? TRUE/FALSE QUIZ information about Kakadu listed in this can remember from the film. (WORKSHEET 1) guide (p.3). The questions as presented 4 Share questions raised and make a are appropriate to orienting discussions list of things students wonder about (Most suitable for Years 7–8 as present- rather than extending understandings. Kakadu. ed; could be modified for other levels by Answers with comments are provided 5 Class Discussion: What are the con- asking students to ask other people to below. servational values of Kakadu? What complete the quiz and collate results.) role do National parks play? How The task: important are National Parks to you? (Curriculum focus: Science, Geography) 1 Conduct a short discussion to What level of protection do you think elicit students’ prior knowledge of they should be given? Cross-curriculum priority: Kakadu and national parks in gen- Sustainability: The sustainability of eco- eral prior to handing out quiz sheet. Extension Activity: Students could be logical, social and economic systems 2 In teams or pairs, students could set research tasks to find other facts is achieved through informed individual to fill out the true/false answer about Kakadu from viewing the first SCREEN EDUCATION © ATOM 2013 and community action that values local before watching the first introduc- episode and from the websites listed and global equity and fairness across tory segment of the series (Episode in this study guide, to then create their generations into the future (OI.6). 1 Timestamp 00:26–02:00). After own quiz or other game-based format watching the introductory segment, for others in the class to complete. This quiz sheet is ideal for use as an students could be given the op- Ensure students know the correct an- opener to test basic knowledge of portunity to modify their answers swers before asking others to complete Kakadu and national parks in Australia. and add a question or statement their quiz. after each quiz question, prior to 17 Below is a key to correct answers in the Heritage Areas listed for both their 10 Visitors can only enter Kakadu in the worksheet. natural and cultural heritage dry seasons FALSE – While the dry 6 The South Alligator River is the only season is known as the tourist sea- 1 Kakadu National Park is situated in large river system in the world to be son and most popular for tourists, the top part of Western Australia. completely within and protected by tourists do visit Kakadu at all times FALSE – Northern Territory a national park, and Kakadu is the of year (See graph Worksheet 2 for 2 At 19,804 square kilometres, it is only national park in the world to information reference). Australia’s largest terrestrial national contain an entire river system catch- park. TRUE – It is not the largest na- ment area. TRUE 2 tional park (the Great Barrier Reef is) 7 Most of Kakadu is waterways. but the largest land-based. 683,000 FALSE – Kakadu’s habitats include SIX SEASONS OF KAKADU hectares of Kakadu wetlands are stone plateaus and escarpments, (WORKSHEET 2) listed as Ramsar-protected wetlands monsoonal rainforests, flood plains of international importance. and billabongs, tidal flats, coastal (Most suitable for Years 7–8 as present- 3 The park is managed by the govern- beaches and more, but the vast ma- ed; could be modified for other levels) ment. FALSE – It is jointly managed jority of the area (80 per cent) is cov- by government and Aboriginal ered by open savannah woodlands. Curriculum focus: Science, Geography owners 8 Weeds are a major problem in
4 The name Kakadu is the result of Kakadu, more than any other Cross-curriculum priority: SCREEN EDUCATION © ATOM 2013 the European interpretation of a National park in Australia. FALSE – Sustainability: local Aboriginal floodplain language, Kakadu is the most weed-free of all called Gagudju TRUE Australia’s national parks. SYSTEMS 5 Kakadu National Park will hope- 9 Only very few of Kakadu’s water- • The biosphere is a dynamic system fully one day be listed as a World ways are inhabited by saltwater providing conditions that sustain life Heritage Area as well as a UNESCO crocodiles. FALSE – There are on Earth (OI.1). site. FALSE – It is already both. crocodiles in most of Kakadu’s Focus question: What is the climate Kakadu is one of the few World waterways. of Kakadu and how does it affect the environment over the year? 18 TABLE 1 Bininj/Mungguy Common Time of year/ Season Name name Series Episode Gunumeleng Pre-monsoon storm October–December season Episode 3
Gudjewg Monsoon Season December–March Episode 4
Banggerreng Knock-‘em-down April storm season
Yegge Cool/humid season May–June Episode 1
Wurrgeng Cold weather season June–August Episode 2
Gurrung Hot dry weather August–October season
The task What to do: Table 1 above provides basic informa- tion on the six seasons and the relevant This worksheet provides opportunity for 1 As a class, discuss the idea of episodes of Kakadu series in which they students to: seasons. What causes the seasons? are described. How do we describe seasons, both • examine the climate cycle of the in our area and across different 3 Kakadu region; zones of the Earth? • interpret data about weather, 2 Hand out worksheet and accompa- MY STORY OF KAKADU seasons and climate and how they nying information page. Ensure stu- (WORKSHEET 3) influence natural environments and dents understand what is required people’s activity; to fill in the table. Curriculum focus: Science; • increase understanding of condi- 3 When worksheets are complete, Geography; History: Continuity and tions in tropical far-north Australia at share students’ own expressed change; Arts: Media Arts different times of year. ideas of the six seasons of Kakadu. What is each season like? Cross-curriculum priority: Related film sections 4 What might you expect it to be like Sustainability: in Kakadu at the different times of Ep 1 Timestamp 12.00–15:30 Yegge. year? How might the life be affected SYSTEMS
Activity of scene: Airboat search for by the seasons? How do the sea- • All life forms, including human life, SCREEN EDUCATION © ATOM 2013 weed species – mimosa from South sons compare with the temperatures are connected through ecosystems America. The battle to protect Kakadu. and rainfall in our area? on which they depend for their well- 5 When would be the best times to being and survival (OI.2). Additional Reference:
Prior to the activity. Working as a class: areas including wildlife (e.g. croco- SCREEN EDUCATION © ATOM 2013 The task: Create, perform and record dile) management, wildlife surveys, a short role-play of workers, traditional 1. Ask students to think about the flora surveys, pest species control, land-owners and/or visitors interacting people who work in Kakadu National threatened species recovery actions, in Kakadu. You might choose one or Park and which jobs they would like fire management, historic research, more of: to do. working with the community on 2. Discuss the many roles people have land care, urban runoff and tourism • a traditional owner sharing their within Kakadu National Park, e.g. projects officers, engineers, archae- knowledge of seasonal change; office workers, helicopter pilots, ologists, architects, librarians, pilots 20 and crew, tradespeople, interpretive monologue, dialogue or interview, FUTURES people and media people. Students e.g.: • Sustainable futures result from ac- could add detail of what they see Asking a filmmaker: What special tions designed to preserve and/or each character doing in the series. risks were involved in making this restore the quality and uniqueness 5. How is the narrative constructed documentary? What was something of environments (OI.9). in the Kakadu series? How does it that went wrong? • Designing action for sustainability differ from making a drama or purely requires an evaluation of past prac- human documentary? How impor- 9. Organise ways of having groups tices, the assessment of scientific tant is the storytelling to the success share their products. and technological developments, of the film? and balanced judgments based on 4 projected future economic, social Working in groups of four: and environmental impacts (OI.8). SCIENTIFIC RESEARCH IN 6. Write a short sketch to perform and KAKADU (WORKSHEET 4) Time allocation: Three lessons record that highlights some aspect of the role of the workers in the Curriculum focus: Science; Purpose: To document the nature of park. NB: Encourage students to re- Geography; scientific research being conducted in watch sections of the Kakadu series Kakadu.
that show this type of work being Cross curriculum priority: SCREEN EDUCATION © ATOM 2013 performed. Sustainability: Focus question: What is involved in 7. Resources. Make a list of resources scientifically researching components of that the people you are portraying SYSTEMS natural systems? might stereotypically use. Collect • All life forms, including human life, props that might be useful, includ- are connected through ecosystems Suggested teaching strategy: Groups ing maps, diagrams, pictures, sound on which they depend for their well- of four (one for each episode) recordings of animals etc. being and survival (OI.2). 8. Write a script for the sketch, 21 What to do: -- WHAT IS DONE: Survey flatback 40:00–44:00; 48:30–53:15; noc- turtle hatchling numbers turnal wildlife survey e.g. Frogs 1 Discuss the nature of scientific -- WHAT IT CAN SHOW: How 44:50–47:59. research in Kakadu. Show one of numbers are changing over time. 4. Decide on a format for the task and the sections of Kakadu describing NB: Scientific research mentioned in reporting e.g. create a class dis- scientific research, e.g. turtle survey each episode includes: play or PowerPoint of the research Ep 1 Timestamp 44:00–48:30. Episode 1. Mimosa 11:30–15:30; described in the Kakadu series. 2 Hand out Worksheet 4. Explore each crocodile 17:20–27:30; 48:30–54:24; 5. Discuss the importance of scien- of the statements on the worksheet buffalo 40:30–44:00, orphaned tific research to maintenance of the and discuss the research being con- animals and threatened species environment in the park. ducted. What makes this research 15:30–16:45; fish survey 37:40– scientific? What would it be like 40:30; turtle survey 44:00–48:30. Extension activity: Have each individual doing this research? What do the Episode 2. Crocodile 13:30–20:03; decide on one research project to inves- people express about how they feel crocodile crime scene investigation tigate further. NB: See the list of refer- about their research? 41:00–46:12; hotspots 20:03–23:22; ences in this guide to begin searches. 3 Create four expert groups – one for small mammals – mosaic tail rat and each episode of Kakadu – to list the sandstone antechinus, 33:50–37:00; 5. scientific research described in the northern quoll and cane toad
program. Each group could be given 37:00–40:54, 46:15–48:03. WHERE I STAND: MORAL SCREEN EDUCATION © ATOM 2013 the list of viewing questions and dis- Episode 3. Collecting croc eggs DILEMMAS AND VALUES cussion starters listed in this guide 14:43–23:10; hatching 44:35–47:00; (WORKSHEET 5) as a starting point. northern quoll 31:15–37:45; rock art 4 Discuss the form in which the in- 38:35–44:35; 47:00–53:26. Cross-curriculum focus: Sustainability: formation about the research in the Episode 4. Northern quoll 18:15– program should be recorded, e.g.: 24:21; predatory fish such as WORLDVIEWS -- RESEARCH SITE: Field Island shark surveys 25:00–29:30; track- • Worldviews recognise the depend- turtle survey ing crocodiles with transmitters ence of living things on healthy 22 ecosystems, and value diversity influences on the decisions in value aspect of sustainability in Kakadu and social justice are essential for and moral questions. achieving sustainability (OI.4) 2. After students complete the work- Focus question: What aspect of work- • Worldviews are formed by experi- sheet, ask who would be willing ing towards sustainability in Kakadu ences at personal, local, national to share their decision on each would you be most interested in explor- and global levels, and are linked to question. ing further? individual and community actions 3. Discuss the conflicting interests for sustainability (OI.5). and values that are brought to the The task: Develop a project on one issues. of the following with a focus on Curriculum focus: Science; sustainability: Geography; History: Continuity and Extension activity: Students could write change; Arts: Media Arts an opinion piece on one of the topics 1. Design and make a tourist brochure raised in the worksheet. to encourage visitors to appreciate NB: This activity would best be com- the natural and cultural heritage of pleted after the previous activities 6 Kakadu. focusing on the research and attitudes OR towards Kakadu and national parks in PROJECT IDEAS 2. Plan a five-day tour of the major general (Activities 1–3). natural and cultural sites of Kakadu (There is no worksheet for this that shares the work in the park to Time allocation: One lesson. activity) maintain the values. OR Purpose: To explore learner positions Curriculum focus: Science; 3. Create a responsible tourist informa- on conservation and sustainability is- Geography; History: Continuity and tion sheet for people intending to sues, using the context of Kakadu as a change; Arts: Media Arts visit Kakadu. central theme. OR Cross-curriculum priority: 4. Report on the history of introduc- Focus question: What position do you Sustainability: Systems, Worldviews & tion and effects of one of the main take on to the work being carried out at Futures feral pests in Kakadu showing how Kakadu? this species is being controlled, e.g.
NB: This activity would best be com- mimosa, cane toads, buffalo. SCREEN EDUCATION © ATOM 2013 The task: Make and support decisions pleted after the previous activities OR on where you stand on value state- focusing on the research and attitudes 5. Write a report on one of the scien- ments related to conservation. towards Kakadu and national parks in tific research projects being carried general (Activities 1–3). out in the Kakadu region and its What to do: importance to sustainability of the Time allocation: Negotiated park, e.g. crocodile, turtle, fish, quoll 1. Hand out worksheet and ensure stu- surveys. dents know that there can be many Purpose: Extend understanding of an 23 What to do: KAKADU GENERAL Environment info page): INFORMATION http://www.environment.gov.au/ 1. Prior to handing out the task, dis- biodiversity/invasive/ferals/pigs/ cuss, as a class, sustainability as a -- ABC interactive site Feral water buffalo – Department concept. http://www.abc.net.au/local/ of Environment info page: Refer to Systems, Worldviews stories/2010/03/16/2847217.htm http://www.environment.gov.au/ and Futures as described in the -- Kakadu National Park (Australian biodiversity/invasive/publications/ National Curriculum: environment.nsw.gov.au/resources/ assets/pdf_file/0015/341007/awmg http://www.environment.gov.au/ SCREEN EDUCATION © ATOM 2013 education/NationalParkTeachers -mimosa.pdf biodiversity/wildlifetrade/sources/ GuideLessonPlans.pdf> -- Feral pigs – invasive animals management-plans/nt-crocodile in Australia (Department of -plan.html 24 WORKSHEET 1 What do I know about Kakadu? 1. Answer the following statements with T for True or F for False in the space provided. 2. Then watch the introductory segment ‘This is Kakadu’ and review your answers, completing this quiz. Add a statement or question you have under each question. 3. Watch the whole of Episode 1 to provide one piece of evidence that extends on your answer or raises more questions that you would like to explore about Kakadu. TRUE FALSE QUESTION 1. Kakadu National Park is situated in the top part of Western Australia. 2. At 19,804 square kilometres, it is Australia’s largest terrestrial national park. nment. 3. The park is managed by the gover esult of the 4. The name Kakadu is the r European interpretation of a local Aboriginal floodplain language, called Gagudju. 5. Kakadu National Park will hopefully one day be listed as a World Heritage Area as well as a UNESCO site. ge 6. The South Alligator River is the only lar - river system in the world to be com pletely within and protected by a national park. And Kakadu is the only national park in the world to contain an entire river system catchment area. 7. Most of Kakadu is waterways. 8. eeds Ware a major problem in Kakadu, more than any other National park in Australia. s waterways are 9. Only very few of Kakadu’ SCREEN EDUCATION © ATOM 2013 inhabited by saltwater crocodiles. 10. isitors V can only enter Kakadu in the dry seasons. 25 WORKSHEET 2A The Six seasons of Kakadu The local Aboriginal people of the Kakadu region (Bininj/ Mungguy) recognise six seasons in the year, as listed below. Look carefully at the information provided to complete the table below. 1. Describe the climate conditions of the six seasons in Kakadu in more detail in Column 2 of the table. 2. How do you think activities, wildlife and habitats might be affected in each season? Give at least two examples. 3. How many visitors go to Kakadu annually? How do visitor numbers change with the seasons? How have visitor numbers at Kakadu changed over time? SEASON DESCRIPTION OF WEATHER PREDICTED EFFECTS ON WILDLIFE AND TOURISTS Gunumeleng Gudjewg Banggerreng Yegge Wurrgeng SCREEN EDUCATION © ATOM 2013 Gurrung 26 WORKSHEET 2B THE SIX SEASONS OF KAKADU INFORMATION SHEET 1. SEASONS AND TIMES OF YEAR BININJ/MUNGGUY COMMON NAME TIME OF YEAR SEASON NAME Gunumeleng Pre-monsoon storm season October–December Gudjewg Monsoon season December–March Banggerreng Knock-‘em-down storm season April Yegge Cool/humid season May–June Wurrgeng Cold weather season June–August Gurrung Hot dry weather season August–October Reference: http://australia.gov.au/about-australia/australian-story/kakadu-national-park/ 2. AVERAGE CLIMATE FOR KAKADU REGION JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC Min C 25 24 24 24 22 19 18 19 21 24 25 25 Max C 34 33 33 35 33 32 32 34 36 38 37 35 Rain mm 347 332 318 66 11 1 3 4 9 27 158 211 Reference: http://www.atn.com.au/nt/north/kakadu.htm 3. VISITOR NUMBERS BY SEASON Number of visitors as per tickets sold at park entry stations SCREEN EDUCATION © ATOM 2013 From: ECONOMIC CONTRIBUTION OF KAKADU NATIONAL PARK TO TOURISM IN THE NORTHERN TERRITORY p.83 27 WORKSHEET 3A My story of Kakadu THE TASK: • a traditional owner sharing their knowledge of seasonal change; Create, perform and record a short • a ranger talking to the tourists about safety and crocodiles; role-play of workers, traditional • a scientist sharing their research project; land-owners and/or visitors • a tourist being interviewed for a film or news report after a close encounter with a buffalo; interacting in Kakadu. You might • talking to a friend about your recent trip to Kakadu and choose one or more of: what you saw of the people who work there; • a documentary filmmaker involved in making of Kakadu. NB: You are encouraged to dress up and use props to perform the interview, skit or charade. Time allocation: to be negotiated WHAT TO DO: prior to commencing Working by yourself, record your own ideas under each question before they are discussed as a class. 1. What do you know about people who work in Kakadu National Park? Which of their jobs would you like to do? 2. Refer to the information sheet on the people who feature in the Kakadu series. Record one thing you admire and one thing you value about their work. - 3. What makes a story interesting? How is the narrative con structed in the Kakadu series? How does it differ from making a drama or purely human documentary? How important is the - storytelling to the success of communicating what it is like to per form a role in the film? Working in groups of four: 4. Write a short sketch to perform and record that highlights some aspect of the role of the workers in the park. NB: You might want to re-watch sections of the Kakadu series that show this type of work being performed. 5. Resources. Make a list of resources that the people you are portraying might typically use. Collect props that might be useful, SCREEN EDUCATION © ATOM 2013 including maps, diagrams, pictures, sound recordings of animals etc. 6. Assign roles to each group member in creating a script for the sketch, monologue, dialogue or interview. 28 WORKSHEET 3B INFORMATION SHEET – THE KAKADU PARK WORKERS Garry Lindner: Garry Lindner has been Jeff Lee: Jeff Lee is a Ranger in working for the Park for twenty-seven years. the Jim Jim District. As part of the He is Supervisor at Crocodile Management and team he is involved with cul- KATHY WILSON Coastal Surveillance. (See Vimeo clip Episode tural heritage management, 1 – Crocodile Control, timestamp 2:30–6:25; croc management and 19:05) fire management. Jeff is the traditional owner of Koongarra; 1200 hectares of wilderness, Andrew Wellings: Andrew also containing rich Wellings is the Manager of reserves of uranium. He Compliance and Wildlife has spent most of his Operations. His job is to adult life fighting to have coordinate compliance his land protected from operations across the uranium mining. He has Park, and also to super- taken his battle to the World vise the Crocodile Risk Heritage Committee in Paris and Management and Coast turned down a large fortune for a clean Surveillance Team. river and healthy land. Jeff has recently won his battle and his land will now be incorporated into the National Park where it will be protected in- definitely. (See Vimeo clip Episode 2, timestamp Kathy Wilson: Kathy 23:17–26:16) Wilson is the Jim Jim District GARRY LINDNER Chief Ranger and supervises a team of eight staff. (See Vimeo clip Episode 1 – Crocodile Control, Fred Hunter: Fred Hunter has been work- timestamp 2:30–6:25) ing with the Park for twenty-seven years. His primary role is to control and eradicate Mimosa from the Park; he also carries out feral animal control and works on the crocodile management Sarah Kerin: Kakadu’s Park Manager. program. She is responsible for the conservation of the Park’s World Heritage values and the delivery of tourism and visitor (See Vimeo clip Episode 4, timestamp 54:30–56:15) Calvin Murakami: Calvin Murakami is a Park Ranger, and Weeds and Feral Officer. Anne O’Dea: Anne O’Dea is a Research and Survey Project Khan Spokes: Officer, organising Khan Spokes is Acting all research and the Senior Ranger for the issuing of research South Alligator District. permits. (See Ep 1 – Caring for SCREEN EDUCATION © ATOM 2013 Orphans, timestamp 15:30–16:40; Ep 4 Matt Dunn: Matt 19:39–21:16) Dunn is the Acting Chief Ranger at East Alligator District. ANNE O’DEA 29 WORKSHEET 4 Scientific research in Kakadu FISH This is giving us a little window that we otherwise wouldn’t get into what happens in these billabongs this time of year. We’ve got two or three species of catfish, one’s called an eel- tailed catfish and there are three varieties of those in here. Look at this Saratoga, a very primitive fish, and this little tiny glass fish they call Ambassis. There’s a stroked grunter and a spangled grunter and a black anal fin grunter, grunters com- ing out your ears, and it goes on and on. And then after you think you’ve got it all nailed, they find another one; everybody goes craz,y they all want to see it, where’d it come from, you found these grasshoppers and realised that Leichhardt’s know? That’s what it’s all about, Aussies understanding their enthusiasm for the insect and description were exactly country, really. (Ian Morris: Episode 1 39:34:13) right. It’s now called Leichhardt’s grasshopper or the Australian spectacular grasshopper. And these little in- CROCODILES sects are only found in a few isolated spots here in north So our transmitter fits in there, like that, so he’s the perfect Australia. (Ian Morris: Kakadu, Episode 3 04:54:19) size. So the transmitter’s going to tell us the story of where he’s going to move over the next twelve months and it’ll MIMOSA be sending a signal every two hours to a satellite and then There are a couple of mimosa seedlings here. Most likely the satellite will send that signal to us and then we can see these plants here are from the mother plant that was over where he’s going. (Garry Lindner SOT: Episode 2 Timestamp there that we found about two years ago (Fred Hunter). 17:18:22) If this program hadn’t happened, we wouldn’t be able to get here in an airboat even, there would be that much mimosa. We would be surrounded by a thorny mass (Buck Salau). (Episode 4 16:47:23) INSECTS When the explorer Ludwig Leichhardt came into Kakadu SCREEN EDUCATION © ATOM 2013 in 1845, he came in through the rough stone country to our southeast and one of the special things that he saw was this particular grasshopper and you can see why it attracted his attention. It wasn’t till over a hundred years later that naturalists 30 WORKSHEET 5 Where I stand: Moral dilemmas Decide where you stand on each of the statements below. Mark on the continuum where you stand and record one sentence that describes and justifies your position. Add a statement of your own that you would have liked to have seen in this 1. ocodiles If cr are seen where people swim, they should be killed. list. strongly agee strongly disagree I believe this because 2. All hunting and fishing should be banned in national parks. strongly agee strongly disagree I believe this because ocess and we are only wasting time and money 3. Extinction is a natural pr trying to stop it. strongly agee strongly disagree I believe this because 4. It is more important to protect humans than animals. strongly agee strongly disagree I believe this because 5. ourists T need comfortable accommodation near tourist attractions. strongly agee strongly disagree I believe this because 6. Kakadu rock art is only important to the Indigenous people because it is primitive as art. strongly agee strongly disagree I believe this because e 7. The eradication of invasive weed species such as mimosa is mor important than removing buffalo. strongly agee strongly disagree SCREEN EDUCATION © ATOM 2013 I believe this because 8. 31 This study guide was produced by ATOM. (© ATOM 2013) ISBN: 978-1-74295-341-0 [email protected] For information on SCREEN EDUCATION magazine, or to download other study guides for assessment, visit 32