TEACHER GUIDE YEAR 5 SCIENCE & HASS

Sustainable solutions: how Indigenous knowledge can lead to better land and water management in

Warning – Aboriginal and Torres Strait Islander teachers and students are advised that this curriculum resource may contain images, voices or names of deceased people.

COPY 17 Y5 SCIENCE & HASS – SUSTAINABLE SOLUTIONS How Indigenous knowledge can lead to better land and water management in Australia

Australian Curriculum Link Science/Year 5/Science as a Human Endeavour/Use and influence of science/ACSHE083 HASS/Year 5/Knowledge and Understanding/Economics and business/ACHASSK120 HASS/Year 5/Knowledge and Understanding/Geography/ACHASSK112

Australian Curriculum Content Description ACSHE083: Scientific knowledge is used to solve problems and inform personal and community decisions. ACHASSK112: The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places. ACHASSK120: Types of resources (natural, human, capital) and the ways societies use them to satisfy the needs and wants of present and future generations.

Australian Curriculum Elaboration ACSHE083: Investigating how Aboriginal and Torres Strait Islander Peoples’ traditional ecological and zoological knowledge informs sustainable harvesting practices of certain species, such as dugongs and turtles. ACSHE083: Investigating how Torres Strait Islander Peoples and Aboriginal Peoples of arid regions of Australia use scientific knowledge to manage precious water resources. ACHASSK112: Identifying how Aboriginal and Torres Strait Islander communities altered the environment and sustained ways of living through their methods of land and resource management. ACHASSK120: Exploring how Aboriginal and Torres Strait Islander Peoples’ traditional and contemporary use of resources reflects their spiritual connections to the land, sea, sky and waterways.

Essential question How can Indigenous knowledge and practices lead to more sustainable land and water management in Australia?

Y5 SCIENCE & HASS 1 Australians Together Learning Framework Tells Australia’s narrative through the lens of 5 Key Ideas that inform teachers and students about Aboriginal and Torres Strait Islander perspectives.

Injustice from the impact A past that shapes our story What’s it got to do with me? Everyone has culture. Steps we can take to build of colonisation as a nation Know about your culture and a brighter future Students will explore why value the cultures of others Students will recognise the pain Students will critically engage Aboriginal and Torres Strait Students will gain an and disadvantage many with Australia’s stories and Islander histories and cultures are Students will learn more about understanding that a brighter First Nations people experience, understand the impact our relevant to them today. their own culture and identity, future is possible for all that started at colonisation and history continues to have on and gain a better understanding Australians, but to get there we continues today. Aboriginal and Torres Strait of, and respect for, Aboriginal and each need to play our part. Islander people and all who call Torres Strait Islander cultures. Australia home.

Glossary Terms that may need to be introduced to students prior to teaching the resource: agriculture: cultivation of land, including crop-raising, forestry, stock-raising and farming. ancestral: something that relates to ancestors, or people from our family who lived before us. ancestral Creation-being: a spirit or being that has aided the creation of some landform or water source. : the use of water environments and waterways to grow and harvest food. biodiversity: the variety of species of plants, animals and microorganisms, their genes and the ecosystems they comprise. colonisation: the act of one country invading and taking over another; the invaded country is called a ‘colony’. The British began the colonisation of Australia in 1788. colonist: invading forces that take control of a populated country; the invaded country is called a ‘colony’. The British began the colonisation of Australia in 1788. conservation: the preservation of areas which are significant culturally or scientifically in their natural state. Country: a place that First Nations Peoples belong to and care for. It’s a relationship with all living things that are part of a landscape, including; animals, plants and people. custodianship: people who have the responsibility for caring and looking after something. diverse: many different kinds; lots of variety. Dreaming: sacred Indigenous stories that teach about Country, the land, water animals and plants. ecology: a type of science that is focused on the relationship between the environment and the living things dependent on it (people, plants and animals). fauna: the animals of a given region or period. First Nations people: Aboriginal and/or Torres Strait Islander Peoples.

Y5 SCIENCE & HASS 2 flora: the plants of a particular region or period. groundwater: the water beneath the surface of the ground, which consists largely of surface water that’s seeped down. People: the Traditional Custodians of the land in south-western , including Warrnambool, Port Fairy, Woolsthorpe, Portland and heritage areas. hydrology: the science dealing with water on the land, or under the earth’s surface; its properties, laws, geographical distribution, etc. oral storytelling: a way of recording information across time without the use of writing; for example, verbally (stories and songs) or physically (dance and art). phenomenon: a fact, occurrence or circumstance observed or observable. resources (of land): the food (plants and animals), water, and natural materials that we use to make building materials and tools that help people survive. sacred sites: landforms that have special meaning or significance, including: rocks and trees; billabongs, waterholes and lakes; plains, valleys and hills; and places of burial. sustainable: designed or used in a way that allows for perpetual use and maintenance at a certain level, often by avoiding damage of the connected environment or overuse of the resource. Traditional Custodian: an Aboriginal or Torres Strait Islander person who’s directly descended from the original inhabitants of a culturally defined area, and who’s culturally connected to Country. urbanisation: the change of land from rural to towns and cities. Western: relating to countries in western Europe and other developed countries, such as, the US and Australia that share the same political systems and policies, and have common cultural ideals and beliefs, as those of western European nations. zoology: the systematic study of animals or the animal kingdom.

Teacher guidance Ideas for student activities

Introduction Before beginning the study, it’s important to ask students to access their prior knowledge about the topic with Y-chart an introductory question or activity. Dividing a paper, or using a SmartArt graphic in Word, create three segments shaped as a Y. In each This science and HASS resource explores the ecological, zoological and hydrological knowledge and section, write or draw any words or images that practices of Aboriginal and Torres Strait Islander Peoples, from the past and the present. For Aboriginal come to mind when you hear the following: and Torres Strait Islander people ‘relationship to Country’ and ‘caring for Country’ are central to wellbeing and identity. With this focus in mind, seek opportunities for students to gain an understanding of the • What do science and scientists look like connection and importance of land and water to Aboriginal and Torres Strait Islander people and how this (images, settings, etc)? relationship impacts how natural resources are regarded, used and protected. Students will discover links • What does science sound like (words, noises)? with Indigenous knowledge, science, production and sustainability, as well as uncover how colonisation and • How do you use science? Western science devalued, and continues to dismiss the Indigenous knowledge that deeply understands and cares for this unique country we live in. • How does science influence you? Concept tree Students examine: As a class or in small groups, create a large tree • The environmental issues caused by colonisation. with many branches, on paper, whiteboard or • The history of how Indigenous knowledge and practices have been ignored. electronically. Write the word ‘science’ on the trunk. • The relationship First Nations people have to Country, and the responsibility First Nations people have to On your own, think about the word ‘science’ and care for Country. what words come to mind when you hear this • The impact environmental damage and loss of Indigenous knowledge and practices have had on term, for example, medicine or animals. Write Aboriginal and Torres Strait Islander people. these words on pre-cut leaves provided, or in your notebook.

Y5 SCIENCE & HASS 3 Teacher guidance Ideas for student activities

• The impact environmental damage and loss of Indigenous knowledge and practices have had on With the class or in groups, share your ideas and Aboriginal and Torres Strait Islander people. add further words that come from the discussion. • Current programs and potential solutions to environmental issues that combine Indigenous knowledge Put the same words (leaves) together and sort with Western science and modern technologies. similar words into categories and place them on the branches; each branch representing a different The student activities uncover students’ prior knowledge and misconceptions that provide opportunities to category, that is, living and non-living. Share and address some persistent myths about Indigenous land usage. Before delving into the main learning of this discuss with the whole class and debate any topic it’s vital to inform students that this topic is about considering Indigenous perspectives. Current ideas changes. Now try and label each category on the may, and hopefully will be challenged; however, the aim isn’t to discount Western science, but to suggest that branch. Indigenous knowledge and practices have been ignored by science. The purpose is to find how all Australians can work together to create a better future and to recognise the wealth of knowledge Aboriginal and Torres Together, look at the definition of science and Strait Islander Peoples have attained over many thousands of years of custodianship, which has sustained pull out the keywords. Add these words as roots this land, and allowed Traditional Custodians to have greater influence over land and water management. to the tree. Pay attention to the verbs within the definition. Any other verbs you associate with Science and knowledge science add these into the roots. Share, discuss The definition of science is: and debate which words stay for your final class The Macquarie Dictionary (8th ed.) definesscience as: A systematic study of the nature and behaviour concept tree. of the material and physical universe, based on observation, experiment, and measurement, often leading to the formulation of laws to describe the results of such procedures in general terms. Extension: find the technical terms for the branches and sub-branches of science, that is, The word ‘science’ comes from the Latin scientia, which means ‘to know’. Knowledge is at the core of science, biology, ecology, hydrology and zoology. Reflect on and this knowledge is gained by observation, experiment and measurement, which can occur in a science and discuss these terms and what words originate lab, but most naturally and meaningfully occurs in everyday experiences in our interactions with people, from or are associated with them, for example, nature and/or phenomenon. For example, we can observe through our senses and our understanding of eco-friendly. weather; what type of day it might be and how to dress appropriately, we may notice the cloud colour and formations are indicating rain is likely or feel warm and damp, which indicates humidity is high. Everyday science: think-pair-share Think about what’s happening in the ‘science lab’ of your life? What observations do you make every day? How do you use science? Just think about what you do every day and see how this may show scientific processes or be informed by science. Keep in mind the definition of science. Spend five minutes in reflection and then pair up and share your thoughts. Record a collaborative list and share with your class.

Y5 SCIENCE & HASS 4 Teacher guidance Ideas for student activities

Extension: reflect on the following questions and record and share your responses, in pairs or small groups: • What knowledge do we gain from observation of … weather, space, chemical reactions, landforms, animals, our genes, disease, food, plants, etc? • How can we use experiments to find the best method of achieving something? What happens if we … instead of …? (e.g. Use cold water for tea instead of hot, put solid butter in a recipe instead of melted, trust the weather forecast instead of using our own sense of temperature.) • Are making mistakes a good part of the scientific process? Why or why not? • How do you rely on plants and animals to survive? • How can you use your experiences and observations to make decisions for the future? Students may need some prompting. Some examples of science we use every day: • Observation – using our senses to see, hear, smell, taste, feel and notice the world around us. • Experimentation – the chemical reactions in cooking, changing states of matter; such as, melting butter, or baking batter into a solid cake. Extension: fill in the blanks to the questions based on your students’ level of understanding and abilities.

Y5 SCIENCE & HASS 5 Teacher guidance Ideas for student activities

There are many stories that make up Australia’s history. It’s important to use resources that include Cause and effect perspectives and voices of First Nations people, such as those contained in this resource. Divide a paper in half (or thirds for extension activity). Consider the damaging effects of Student handout content colonisation on the land and water and list these on either the right-hand side of the piece of paper (if Millenia of ingenuity your paper is divided in two) or the middle column For many thousands of years, Traditional Custodians of this land have thrived through hard work and (if it’s divided in three). Match and write the most innovation in often harsh environments. For First Nations people, observation, experimentation and likely causes of these in the left column, if unsure, measurement; all processes of science; were central to everyday life. Evidence of these processes and conduct some further research. innovations can be seen in harvesting and water sourcing practices and tools. Extension: brainstorm possible solutions to each These harvesting practices include turtle hunting, dugong hunting, tree transplantation, yam replanting, effect and write these in the far-right column. If seed germination, fishing rotations, controlled use of fire, and kangaroo hunting. There are many unsure, research this further considering Indigenous Indigenous nations in Australia, each with their own practices. These practices used a deep knowledge knowledge and practices for managing resources. and understanding of Country including; land, plants, animals and fish. This knowledge took into account Excursion breeding seasons, animal movements and specific tools and methods that ensured minimal disruption to the Visit a local cultural centre, museum or art gallery species (ALRC 2010). that hold artworks and artefacts that reflect the Before colonisation Aboriginal and Torres Strait Islander people managed water resources effectively and spiritual connection with Country and historical productively using methods that were sustainable and well-established to meet their every need. When the innovations of Aboriginal and Torres Strait Islander first British colonists came, they regarded the land as, “wild, inhospitable and untamed” (Beeson 2020 nations. p. 35). With them they brought and implemented their knowledge of the English countryside and methods Discuss with students during and after the of farming; continuing to occupy the land, ignoring and often damaging the achievements and knowledge of excursion what harvesting (plant, animal or fish) the First Nations owners, with total disregard for their needs and preferences (Beeson 2020). practices and tools they noticed and what materials these were made from. Encourage students to find Student handout content information around a chosen harvesting practice

for their investigation and take notes, information Prior to colonisation, water resources were managed with great skill and creativity and were linked to and photos (if allowed) relevant to their topic. hunting aquatic animals. Fish nets were carefully designed for specific prey, and waterways were altered to make hunting more effective. Thousands of dams, weirs, channels and traps of stone, mud, brush or reeds Harvesting practices investigation (possible were constructed around waterways. In arid ranges dams were built for animals and wells, and caches assessment) provided water sources for people. All of these forms of management were created through detailed Individually, in pairs or small groups, choose, or knowledge of, and a great respect for water sites. be assigned, one form of harvesting practice mentioned in the student handout. Thoroughly Extinction of native fauna and flora since colonisation investigate this practice, including nations/regions Since colonisation, around 100 species of flora and fauna unique to Australia, have become extinct, and the where practice was/is used, tools used, historical rate of wildlife loss is continuing. The initial causes were due to: records, any relevant cultural stories, how the • Hunting. practice may have altered the environment, how it • Rapid urbanisation and agricultural expansion. promoted sustainability, whether or not it is used today. If it is used today how is it used? If it’s not • The introduction of cats, rabbits, foxes and black rats. (Foley 2020) used today, why not?

Y5 SCIENCE & HASS 6 Teacher guidance Ideas for student activities

Continuing causes leading to extinction include: Present your findings in a visual presentation, that is, PowerPoint, poster or diorama. Carefully • Ongoing land clearing. consider the reliability of sources and use primary • Bushfires. sources and/or Aboriginal and Torres Strait Islander • Invasive species (weeds). perspectives, where possible. Present your findings. • Feral animals. Invite other classes or families to view presentations Millions of hectares of land have been cleared in the past years leading to habitat loss, currently heavily or conduct a class science exhibit celebrating and affecting koalas that have been declared ‘vulnerable’ (Foley 2020). recognising Indigenous innovations. If you have a relationship with a local Indigenous representative, There are laws and regulations in place to manage the environment and decrease biodiversity loss, however, invite them to make a keynote speech at your with the present rate of species extinction; 1800 species of plants and animals currently at risk of extinction, science day and/or view your presentation. Make scientists describe Australia’s situation as a ‘national disgrace’ in which the systems that are supposed to sure you pay them for their time. protect them are ‘broken’ (Cox 2018). Extension: to add to your presentation, source Damage to water systems since colonisation historical or modern artefacts relating to your As Europeans spread across Australia building cities and farms, many Aboriginal and Torres Strait Islander chosen harvesting practice, or design and create a people were forced off their lands and unable to access water sources, including many sacred water replica of one, acknowledging that the design is the sites. Colonisers didn’t see and value the complex ways of managing water that First Nations people had intellectual property of Aboriginal and Torres Strait developed. Islander Peoples. The movement of introduced cattle and sheep made the ground solid, which increased water run-off and Water management experiment lessened the water being soaked into the soil. Water demands for crops drained wetlands, and rivers and In pairs or small groups, use the range of natural waterways were altered for irrigation. Over a short time, rivers that once were clear were muddy and lifeless. materials provided to design and create a water Native species struggled against the competition for water, especially in the drier regions. Groundwater carrier that can efficiently transport water from one sources, like the Great Artesian Basin and Murray-Darling Basin, are now being threatened by contamination, bucket to another, roughly four metres away. over-extraction and mining (Beeson 2020). Have a class relay to see which group can transport Useful resources one litre of water using their carrier, the fastest. For teachers Notice and measure how much water was lost or Books, such as, by Bruce Pascoe and/or The biggest estate on earth: how Aborigines made wasted in the process. For a greater challenge, add Australia by , or any articles or podcasts either author features in. obstacles, increase the distance or increase the volume of water to be transported. Record your Australian Government laws on ‘traditional’ hunting: https://www.alrc.gov.au/publication/recognition-of- scientific observations. Modify your design and try aboriginal-customary-laws-alrc-report-31/33-traditional-hunting-fishing-and-gathering-practices/ again. An academic piece on Indigenous sustainability; extracts can be used or simplified for students:http:// Extension: experiment with various materials how sydney.edu.au/environment-institute/opinion/reflecting-indigenous-sustainability-practices-processes/ water can be stored or investigate groundwater The Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) website provides many free features and processes. resources. Search for ‘Lake Eyre Basin – Aboriginal way map’ for more information on water sources in arid regions. Consider purchasing these well-constructed resources to add to your school’s collection: https:// aiatsis.gov.au/

Y5 SCIENCE & HASS 7 Teacher guidance Ideas for student activities

For students Suggested materials: plant fibres, straw, reeds, The following resources can support students in their investigations: rocks, leaves, husks (from palm trees), wood, fabrics, • This is a student-friendly version of Bruce Pascoe’s, Dark emu, which students can read and explore: cotton (cloth, wool), sticks and branches, sand, https://education.abc.net.au/home#!/digibook/3122184/bruce-pascoe-aboriginal-agriculture-technology- clay, bamboo or anything you can find around the and-ingenuity school or your house. Ask staff or families to bring in certain materials if you need help or, if you have • Further reading on ancient knowledge and practices: http://www.abc.net.au/science/news/ancient/ a small budget available, visit a local nursery or AncientRepublish_1590192.htm hardware store. • My Place provides great short videos and discussion points for teachers and students. Use the search tool to find more information on specific areas, for example, water: https://myplace.edu.au/ You don’t need all materials, just enough to give students choice to be creative. Include choices • Local cultural centres, museums and art galleries can offer great online and onsite information and that aren’t good water holding materials to use as a resources. Consider visiting one; virtually or physically. learning experience. If students are stuck, suggest they can use a range of materials or change the state of the material, that is, weave materials together or work as a team to carry the materials a particular way. If it’s proving a challenge to source these materials or conduct this experiment, consider using variously sized containers from around the classroom. Use this as a learning opportunity about innovation and resourcefulness; how to use what’s around you to complete a certain task. This concept of ‘innovation’ would have, and continues to be, a great skill of indigenous nations and cultures across the world, including modern scientists and environmentalists.

The story of our nation’s past is hard to face but it’s important; it’s left a wound that can be seen in the Getting perspective inequality between Aboriginal and Torres Strait Islander people and non-. Find, read and examine an article, song lyrics or Help students understand how this wound continues to have an impact today. artwork that expresses an Aboriginal and/or Torres Strait Islander person’s feelings towards Country Unlike Western science and ideologies that view humans, nature and the material world separately, many and/or misuse of Country. Record your findings and Aboriginal and Torres Strait Islander cultures view people, animals, land and natural elements as connected share with the class. and dependent on one another (Songoro 2019). Western scientific processes are linear, that is, knowledge informs practices. Indigenous knowledge and practices are more interconnected, each informs the other. Video discussion View Australians Together’s Understanding the Student handout content importance of land video (02:17) and discuss the content as a class. Raise any questions and explore Relationship to and caring for Country further. In order to understand the personal impacts on many Aboriginal and Torres Strait Islander people, we must first understand the importance of Country. This ‘relationship to Country‘ and the responsibility of ‘caring for

Y5 SCIENCE & HASS 8 Teacher guidance Ideas for student activities

Country’, are concepts not fully understood by non-Indigenous people, it’s therefore essential to listen to the Dirty water – story of a river activity perspectives of Aboriginal and Torres Strait Islander people. Al Fricker, Dja Dja Wurrung man and a Lecturer Note: this activity requires a few materials and of Education at RMIT University explains the meaning of Country for many First Nations people: some preparation. Country is not: a commodity or something to be exploited, something to be owned, something to be Complete the Story of a river activity in the ‘Useful used to stratify society. Country is: Us, Our food, Our medicine, Our classroom, Our library, Our Lore, resources’ to explore the impact of human use on Our Law, Our responsibility, Our stories, Our language, Our community, Our dances, Our songs, Our the water quality of rivers. Remember that this can ceremony, Our culture. Our sacred places, Our ancestors, Our past, Our future. We are both the owners happen to any form of water source. As you engage of and owned by our Country. This is where our spirits and ancestors reside and where they inform us and contribute to this story, stop and consider how through lore and law as to what we should be doing. Country is healing, learning and growing. We are you’d feel about drinking or using that water at the custodians and we ask that you treat our Country with respect. At the heart of our custodianship various points. Imagine your home is halfway down of Country is sustainability (Fricker 2016). the river, or at the end of the river. On the topic of water, the First Peoples’ Water Engagement Council said: Clean water Note: this activity requires a few materials and Water is central to life and is connected to all things. It is sacred to Australia’s First Peoples, essential some preparation. The more varied the materials, to their identity and must be respected for its spiritual significance and its life-giving properties. (NWC the more students can experiment. 2017) Choose, or be assigned a material; such as, plant Here we can see the concept of Country is very different from other views of land and water, especially those fibres, cotton balls, sand, gravel, rocks, coffee held by early colonists, but even those we see in current day practices of agriculture and mining. filters, netting, gauze, etc. Use that material to filter Caring for Country the ‘river water’ from the previous activity into a Many Aboriginal and Torres Strait Islander people and other Australians are working hard to restore land and container. Share your results with your peers and water systems. There are many examples where Indigenous land and water management practices are being record your observations on the colour and any used today. However, there are other examples where Indigenous knowledge and practices that once cared particles in the water, and decide which materials for Country are being ignored or restricted, which is very hard for many First Nations people. Neil Morris, filtered (or cleaned) the water better. Consider: a Yorta Yorta–Dja Dja Wurrung man, expresses, “Our Mother is hurting without us leading. Our mother is even when the water looks clean there are still hurting. Our people are hurting, we are hurting deep.” (Morris 2020) containments. Would you drink the water? ‘Caring for Country’ is a significant part of identity and a personal responsibility for many Aboriginal and Extension: in pairs or small groups engineer a water Torres Strait Islander people. filtering system. You may research current filters used, but you’ll need to consider how to replicate Students will explore these practices that have sustained this land for many thousands of years and see that with materials available at your school. present examples of Aboriginal and Torres Strait Islander people and organisations fighting for conservation Consider what materials were used traditionally of culture and environment; the two being interconnected and interdependent. and incorporate these elements within your design. Test your water filtering system with your peers and see which filters better. Testing kits are available to test water quality and pH, see what’s available to borrow in your local area and contact your local water department for more information.

Y5 SCIENCE & HASS 9 Teacher guidance Ideas for student activities

Useful resources This Australians Together video will ignite student discussion around the importance of Country (02:17): https://australianstogether.org.au/discover/indigenous-culture/the-importance-of-land/ This music video, created by Aboriginal and Torres Strait Islander primary school students about their feelings of Country, may inspire students: https://m.youtube.com/watch?v=av3SeQpn37o For a reliable source, IndigenousX offers current news and opinion articles from Aboriginal and Torres Strait Islander people, where students can research their ‘getting perspective’ task: https://indigenousx.com.au/ Baker Boy’s song ‘Murryuna’ was the first song by an indigenous artist to make the Triple J’s Hottest 100: https://www.triplejunearthed.com/artist/baker-boy and https://m.youtube.com/watch?v=afQcYH2nwoM Gurrumul was a well-known singer and guitarist who was blind. His songs were sung in his languages and this website provides a translation of those songs, which highlight his strong connections to Country and the animals and water sources within Country: https://www.abc.net.au/classic/programs/evenings/ gurrumul/9596040 This downloadableStory of a river activity highlights the effects of activity and pollutants on water quality. Stop students throughout and ask them how they might feel living at certain points on the river, would they like to drink the water, is that fair?, etc: https://www.dnrme.qld.gov.au/__data/assets/pdf_file/0009/1409697/ years4and7geography-year7science-story-river.pdf Here is an article challenging how Indigenous science was and continues to be misunderstood. Extracts can be used to complement learning: https://theconversation.com/Aboriginal-People-how-to-misunderstand- their-science-23835 For a further look into the consultation processes of policies around water, download: https://www. agriculture.gov.au/sites/default/files/sitecollectiondocuments/water/indigenous-engagement.pdf This Australian Government website outlines the cultural and spiritual values of water and how they’re considered in water quality planning: https://www.waterquality.gov.au/anz-guidelines/guideline-values/ derive/cultural-values

Y5 SCIENCE & HASS 10 Teacher guidance Ideas for student activities

Help students understand that because they call Australia home this relates to them. Explore what’s Getting personal happening, or has happened, around your local area that’s relevant to this topic. Choose a place of personal importance to you, for example, a local playground, your home, your Student handout content grandmother’s kitchen, the beach. Take some photos or draw some pictures of the place in your Sustainability notebook. Record why this place is important to Sustainability is a hot topic in today’s news. As people produce larger amounts of waste, we’re seeing you, a good memory you had there, a funny story climate change occurring and scientists researching and racing to find solutions. Why does this concern and what you feel when you think of the place. you? Because this environment is your home and it is your future. And you hold the power for change and Mention any key features of the place, for example, action. Without change and action our planet’s in trouble and as we rely on our planet for air, food and creek, dried chillies hanging on the windows, the water, so are we! ice-cream shop nearby. Your notes don’t need to What’s living sustainably about? It’s about living within your means; using and consuming only the resources be shared this is a time to reflect on your personal available, and conserving other resources for future availability (Watson 2017). Colonisation has caused feelings on a meaningful place for you. damage to the environment through unsustainable farming practices, the introduction of non-native Now consider what needs to be done to maintain animals and plants, as well as polluting and draining water sources. Colonists weren’t living with sustainability this space so that it’s clean and healthy. Who’s in mind; however, indigenous cultures around the world, have shown living and thriving on this planet can be responsible for those tasks? For example, the local done with minimal impact. World famous scientist and environmentalist Dr David Suzuki says: council workers might clean the space, supply water Australia could learn from its Indigenous peoples. We need a paradigm shift; to me that paradigm shift and/or conduct regularly pruning. is that we have to see the world as Indigenous people see it. (NITV News 2016) How can you care for this place? For example, What makes the practices of Aboriginal and Torres Strait Islander Peoples sustainable? It Is about how cleaning litter in that area, saving and reusing water Country was, and is, viewed and used. Western ideas see humans and their natural environment as separate. in your home or planting some native plants in your However, many Aboriginal and Torres Strait Islander people see humans, animals, plants, water, land and all- garden. natural elements as connected. They gain knowledge through experiences in and with the environment. This Getting local shows that Aboriginal and Torres Strait Islander people have always had an advanced understanding of how Search your local and state newspapers and/or actions impact the natural world. This knowledge led to mindful living; including: reliable online news sources to find a current, local • Only using what was in most available. environmental issue around land and/or water management. Choose one to focus on and analyse • Selective hunting and fishing. two to three articles relating to this issue and • Understanding that everything had its purpose. prepare a brief summary to share with your class. • Restoring plants through seed collection and germination and plant transplanting. (Winter 2018) These practices display a strong knowledge of the environment and have only recently been implemented and encouraged by scientists and conservation experts. The evidence and use of dams, wells, and water storage, well before colonisation, also suggest that Aboriginal and Torres Strait Islander nations had a strong understanding of hydrology. This includes knowledge of groundwater sources in arid regions and how to alter waterways to make the most of the water, rainfall and animals living in and near these sources (Beeson 2020). Aware scientists and well-informed citizens must consider different perspectives, as Western science has a lot to learn from traditional knowledge and practices, and so do we (Songoro 2019).

Y5 SCIENCE & HASS 11 Teacher guidance Ideas for student activities

Teila Watson, a Birri Gubba and Kungalu Murri woman says: The only possible, sustainable and empowering future we could have would be one where sovereignty of our people, our knowledges and of our lands and laws are respected, valued, heard and implemented throughout modern Australian life. (Watson 2017) Useful resources IndigenousX articles that explore why and how Indigenous knowledge can inform science and help climate change: https://indigenousx.com.au/prioritise-indigenous-knowledges-and-embed-a-western-science- perspective/ and https://indigenousx.com.au/Teila-Watson-Indigenous-knowledge-systems-can-help-solve- the-problems-of-climate-change/ An article on sustainable turtle hunting practices: https://www.abc.net.au/triplej/programs/hack/turtles- rangers-sustainable-hunting-traditional-borroloola/9443202 A downloadable teacher resource that offers information around encouraging sustainability in students in various ways and can be used across the curriculum: https://training.acecqa.gov.au/Uploads/files/GN1%20 -%20Sustainable%20practices%20and%20environmental%20responsibility.pdf

Help students connect with and acknowledge the importance of culture and examine the living cultures of Eel life cycle image match First Nations Peoples, which have adapted and survived since colonisation. Note: print out and cut up the images and words of the eel life cycle image; ensure there are enough copies for the number of students (or groups) you wish to use. Place the images of the eel life cycle in the order that you believe they go. Share and compare with peers and paste in the completed life cycle. Then match the labels of each stage with their corresponding image. Discuss this life cycle as a class, and brainstorm which stage of the life cycle would be the best time to harvest/fish the eels and which would be the least sustainable stage, and why? Relate this back to the Budj Bim case study and Budj Bim Cultural Landscape consider how hunting at specific times allowed for the most sustainable harvest.

Y5 SCIENCE & HASS 12 Teacher guidance Ideas for student activities

Student handout content Information report (possible assessment piece) Research, read about and study the Budj Bim

Cultural Landscape. Consider the three major Budj Bim case study components that make up the landscape and how The Budj Bim Cultural Landscape, in Gunditjmara Country in south-eastern Australia, is historically and each part of the land and water have different uses culturally significant for being the world’s oldest and most extensiveaquaculture system. Budj Bim is and meanings for Gundjitmara people. Take notes the name of an ancestral Creation–being who revealed themself to the Gunditjmara People during the and highlight relevant information. Then write an Creation time; also known as Mount Eccles; which was once an active volcano. Lava flow provided the basis information report covering the following: for the development of a complex systems of channels, weirs and dams, which Gundjitmara People used to trap, store and harvest ‘kooyang’ (short-finned eels) (UNESCO World Heritage Centre 2020). Gundjitmara • Introduction: identify and acknowledge People used extensive knowledge of hydrology and ecology, especially of the eels’ life cycles, breeding Traditional Custodians and any relevant cultural seasons and feeding habits for hunting, storing and smoking the eels. stories and histories of the area. Note: some sites may have several nations meaning several This beautiful, unique anddiverse landscape consists of three major components: Traditional Custodians. • Budj Bim (northern) – the main part made up of Budj Bim National Park, Tae Rak (Lake ) and • Description: highlight the location, size, native Mission. animals and plants found there, key facts and • Kurtonitj (central) – a sacred site featuring stone eel traps, stone channels, stone house sites, and eel features (cultural and environmental). smoking trees. • Reference all sources of information and • Tyrendarra (southern) – an ancient volcanic landscape, which is a meeting and camping place for images. Gundjitmara People and is part of major Dreaming trails and a place for ceremony. (Budj Bim Cultural Landscape 2020) Gunditjmara People have rights and responsibilities to Country, now recognised by Australian law, which allows them to use ancestral knowledge and practices to conserve and protect culture and environment. The incredible knowledge systems are often transmitted through oral storytelling, song, dance, ceremony and experience on the land. It’s an example of hope and shows the positive impacts of valuing Indigenous knowledge and custodianship on Aboriginal and Torres Strait Islander people and non-Indigenous people.

Useful resources These resources can be used to complement and inform the Budj Bim case study: • Official website:https://www.budjbim.com.au/ • The UNESCO World Heritage List includes Budj Bim: https://whc.unesco.org/en/list/1577/ • Video used for the UNESCO World Heritage List nomination (05:55): https://youtu.be/pCax40gFvrE • Video showing the site one year on from the nomination (13:14): https://youtu.be/DtPOzOWa4Xs • Video of the wildlife at the site (00.52): https://youtu.be/-r_kpZ4wizU • Video on the waterways program (02:12): https://youtu.be/b2lLD1ueDfo • An article on the eel traps at Budj Bim: https://theconversation.com/the-detective-work-behind-the- budj-bim-eel-traps-world-heritage-bid-71800

Y5 SCIENCE & HASS 13 Teacher guidance Ideas for student activities

These resources can be used for the activity and further information of the short-finned eels: • This is an image that can be used for the eel life cycle activity: https://teara.govt.nz/files/di-11104-enz.jpg • This diagram shows the life cycle of the eel with the different threats to the species at different stages of the life cycle. Note where aquaculture sits and what stage Gunditjmara hunted the eels to ensure the species reproduced: https://www.researchgate.net/figure/A-schematic-diagram-of-the-life-cycle-of- anguillid-eels-illustrating-how-the-different_fig1_280726611 • Information on the eels, their habitat, diet, etc: https://vfa.vic.gov.au/education/fish-species/short- finned-eel • Information on the short-finned eels:https://www.business.qld.gov.au/industries/farms-fishing-forestry/ fisheries/aquaculture/species/shortfin-longfin-eel/culture-environment

Help students critically and creatively process and demonstrate their learning on this topic by exploring Journal reflection meaningful ways to respond. Ask students to come up with their own ideas about what they can do. Reflect and record your thoughts and feelings on the learning: Student handout content • How did Aboriginal and Torres Strait Islander Action towards a better future Peoples use scientific processes? Yorta Yorta/Dja Dja Wurrung man Neil Morris explains the way forward for First Nations people and non- • How did Indigenous knowledge influence their Indigenous Australians: decisions? The next steps of transformation of this land are in motion, and it’s with all of us to lead that motion in • How is that knowledge being used to solve our own ways, with First Nations peoples at front to tread a path through our lands with 80 000 plus current environmental issues? years of knowing etched into the DNA of every single Indigenous person across this land. That has to • Reflect back on your Y-chart completed at the be one of the greatest assets for change a society could want for. (Morris 2020) beginning of the learning. Have your views been How can you implement or support Indigenous knowledge in your life? What actions can you take? challenged or changed, if so how? Record your thoughts. Suggestions: • Brainstorm how you and your communities • Seek out Indigenous walking trails through your local council, state environment department, national can implement or support Indigenous parks and botanic gardens websites. Go for a guided or leisurely walk with your family and/or friends and knowledge and what actions you can take to observe the plant and animal life around you. See if you can identify which species are native and which move towards those ideas. Share with your class were introduced to Australia. Notice any water sources and whether they are natural, altered or created if you feel comfortable. by people. Tune in to the sounds, smells and colours around you. • Find and listen to music by Indigenous artists, past and present. Some artists use music to express their connection to Country. If you enjoy the music, consider purchasing the song legally so to support the artist. Encourage your school or home to play music by Indigenous artists during interludes at events or as background music and remember to acknowledge the musician where possible. • Visit a local exhibition at an art gallery or museum, or visit a cultural or community centre run by, or supporting, Aboriginal and Torres Strait Islander people and organisations. Reflect on how your visit highlights relationship to Country and ideas of sustainability, consider what materials you noticed are used or exhibited.

Y5 SCIENCE & HASS 14 Teacher guidance Ideas for student activities

• Engage with local Indigenous artists. Reflect on the thoughts and feelings the artwork stirs up for you. If a piece of artwork resonates with you, consider purchasing it or asking for it as a birthday gift. This is a great way to recognise and support local artists and see visual representation of that relationship with Country. • Listen to, or watch, Indigenous TV shows, podcasts, radio and/or videos. NITV, ABC and SBS offer a great range of free streaming services. Search episodes that discuss climate change, sustainability and the implementation of traditional practices such as ‘right-way’ fire.

Useful resources Use the internet to research local Indigenous places and organisations near you, for example, ‘Indigenous walking trails NSW’, ‘Aboriginal and Torres Strait Islander (or Indigenous) art exhibits Adelaide’, etc. NITV, ABC, BTN and SBS offer online and free-to-air TV, radio, podcasts, videos and further information on Aboriginal and Torres Strait Islander people and perspectives.

References Australian Law Reform Commission (ALRC) 2010, ‘Traditional Hunting, Fishing and Gathering in Australia’, Recognition of Aboriginal Customary Laws (ALRC Report 31), Australian Government, viewed 10 September 2020, https://www.alrc.gov.au/publication/recognition-of-aboriginal-customary-laws-alrc-report-31/33- traditional-hunting-fishing-and-gathering-practices/traditional-hunting-fishing-and-gathering-in-australia/ Beeson, G 2020, A water story: learning from the past, planning for the future, S McInnes (ed), CSIRO Publishing, Clayton South. Budj Bim Cultural Landscape 2020a, Experience Gunditjmara Country, viewed 7 August 2020, https://www. budjbim.com.au/, © 2020 Budj Bim Cultural Landscape. Budj Bim Cultural Landscape 2020b, Tae Rak, Kurtonitj and Tyrendarra, images, viewed 11 September 2020, https://www.budjbim.com.au/visit/cultural-sites/, © 2020 Budj Bim Cultural Landscape. Cox, L 2018, ‘A national disgrace: Australia’s extinction crisis is unfolding in plain sight’, The Guardian, 13 February. Foley, M 2020, ‘Why is Australia a global leader in wildlife extinctions?’, The Sydney Morning Herald, 20 July, viewed 10 September 2020, https://www.smh.com.au/politics/federal/why-is-australia-a-global-leader-in- wildlife-extinctions-20200717-p55cyd.html Fricker, A 2016, On Country learning: Indigenous studies in education, PowerPoint slides, RMIT University, Melbourne, viewed 24 August 2020. Morris, N 2020, Our mother is hurting without us leading, IndigenousX, viewed 2 August 2020, https:// indigenousx.com.au/our-mother-is-hurting-without-us-leading/ National Water Commission (NWC) 2017, Engaging Indigenous Peoples in water planning and management, p. 4, viewed 10 September 2020, https://www.agriculture.gov.au/sites/default/files/sitecollectiondocuments/ water/indigenous-engagement.pdf, © Department of Agriculture, Water and the Environment 2019.

Y5 SCIENCE & HASS 15 Teacher guidance Ideas for student activities

References NITV News 2016, Dr. David Suzuki reveals seven things Australia could learn from its Indigenous peoples, NITV News, viewed 21 October 2020, https://www.sbs.com.au/nitv/article/2016/03/09/dr-david-suzuki-reveals- seven-things-australia-could-learn-its-indigenous-peoples Songoro, R 2019, Prioritise Indigenous knowledges and embed a Western science perspective, IndigenousX, viewed 24 August 2020, https://indigenousx.com.au/prioritise-indigenous-knowledges-and-embed-a- western-science-perspective/ UNESCO World Heritage Centre 2020, Budj Bim Cultural Landscape, viewed 6 August 2020, https://whc. unesco.org/en/list/1577/ Watson, T 2017, Indigenous knowledge systems can help solve the problems of climate change, IndigenousX, viewed 6 August 2020, https://indigenousx.com.au/Teila-Watson-Indigenous-knowledge-systems-can-help- solve-the-problems-of-climate-change/, © IndigenousX Pty Ltd 2014–2020. All rights reserved. Winter, C 2018, Reflecting on ‘Indigenous sustainability practices and processes’, University of Sydney, viewed 24 August 2020, http://sydney.edu.au/environment-institute/opinion/reflecting-indigenous-sustainability- practices-processes/

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