ANCIENT SCIENCE: PRIMARY TEACHER’S GUIDE : OVERVIEW OF LEARNING |DESCRIPTION OF ACTIVITIES| CURRICULUM LINKS

Vision: The Western Australian Gould League, the Department of Education (Western Australia) and the Catholic Education Office (Western Australia) are committed to the recognition and advancement of Aboriginal culture and knowledge through activities based teaching and support Aboriginal rights, aspirations and potential through community extension and learning at the Herdsman Lake Wildlife Centre. Overview: This experience can be tailored to be suitable from early to late childhood phase of schooling (K-Yr6) Purpose: Through a series of hands-on biological and Aboriginal learning experiences on the banks of Herdsman Lake (Ngoogenboro) students are immersed in local Wadjuk Nyungar/Noongar * culture and language, experiencing traditional cultural values and understandings under the direction of the Wadjuk Nyungar leaders and Aboriginal Cultural Education Officer (ACEO). Ancient Science is a half –day (approximately 4 hours) learning program. (*We acknowledge there are a number of different spellings, for the purpose of this document we will be using the spelling preferred by the local Wadjuk Nyungar people)

At the end of this learning experience students will have the opportunity to:

To engage in traditional Nyungar practices such as storytelling, language and traditional art, and reflect on the importance of caring for our environment and using our resources responsibly.

Appreciate the traditional cultural significance of wetlands and water to the Nyungar people

Appreciate the Nyungar worldview, culture and compare and contrast with current worldviews. Describe and discuss human impact on an urban wetland and wetland management practices and

discover how the Nyungar people cared for country. Describe basic feeding relationships and give examples of wetland food chains and food webs. Identify native flora and fauna of the wetland and give examples of adaptations that help them survive

in their wetland habitat.

Ancient Science - where contemporary science meets traditional Aboriginal wisdom Nyungar people have always cared for the land and have a strong cultural and spiritual link with land (Nidga Gnulla Boodja). Students participate in interactive Dreaming-time stories and hands-on cultural activities guided by ACEO and local Wadjuk Nyungar leaders. Common values of sustainability, environmental responsibility, respect and concern for others and their rights, social and civic responsibility, provide a bridge of common understanding between contemporary and traditional thinking, breaking down cultural barriers as participants reflect and workshop the modern and ancient ecological footprint and social handprint. Aboriginal participants will be empowered from this learning experience with an understanding that they have much value to contribute to environmental science and participation in WA’s sustainable growth as traditional custodians of this land. Hands-on experiences include:

SMOKING CEREMONY: WELCOME TO COUNTRY

INTERACTIVE DREAMING STORIES

INVERTEBRATE SAMPLING: MUD’NMINIBEASTS

NYUNGAR ART

BUSH TUCKER/MEDICINE WALK

BUILDING MIA MIA’S (TRADITIONAL SHELTERS)

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Australian Curriculum Links: Ancient Science has been designed to explicitly link to the Australian Curriculum through:

Learning areas: Science, History, English (Literacy)

Cross-Curricular Priorities: Aboriginal Histories and Cultures & Sustainability

General Capabilities: Intercultural and Ethical Understanding

In addition Ancient Science is one of WA’s Education for Sustainability experiences as per the WA Australian Sustainable Schools Initiative (AuSSI-WA). This may be visually represented as follows:

For details of Australian Curriculum links: http://www.wagouldleague.com.au/images/education/AusCurriculumLinks/AncientScience_CurriculumLinks.pdf

Teacher Resources: (Pre-Visit):

Download Sharing the Dreaming iPhone App (https://itunes.apple.com/us/app/sharing-the-dreaming/id642267711?mt=8). All of the language, stories, seasons and information on this App as narrated by Noel Nannup: Wadjuk Nyungar Elder directly relate to the Herdsman Lake Wetland which is Wadjuk Nyungar land and are specifically referred to during the Ancient Science excursion experience.

http://www.noongarculture.org.au/glossary/noongar-word-list/

http://www.wagouldleague.com.au/education/teacher-resources/68-traditional-nyungar-living

http://aso.gov.au/titles/tv/blainey-view-footprints/clip1/

http://nyungar.com.au/

DET Resources online: Caring for Wetlands - The Noongar Way Aboriginal Cultural Studies - Community Aboriginal Cultural Studies – Science and Technology

Excursion Planning: Please go to http://www.wagouldleague.com.au/education/excursion-planning for excursion planning and management. Background Information: During Ancient Science excursion, students will participate in six learning experience. We can accommodate most class sizes, but generally have one or two classes on excursion together (approximately 30-60students). It is possible to accommodate larger groups, using a rotary program with student numbers only restricted on number of available presenters. The following is an Ancient Science excursion program example that can be used as a guide for excursion planning and programming. The program is designed for a busload of students (approx. 60 students) for the early –late childhood schooling phase. The Education Manager (HLWC) will discuss the program and education requirements with the visiting classroom teacher regarding excursion design, prior to the excursion. For groups larger than 60 students (2 classes) the coordinating teacher will receive a copy of the rotary program prior to their excursion.

The Australian Curriculum - SCIENCE

Sustainability

Aboriginal histories and cultures

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Ancient Science excursion program (early–late childhood):

Group A

(approx. 30 students)

Group B

( approx. 30 students)

9.30am STUDENTS ARRIVE

9.30-9.45am Safety induction, Welcome to Country and Smoking Ceremony -

all students

9.45am-9.55am Interactive Dreaming time story – all students

9.55am-10.00am Induction/demonstration – Mud’nMinibeasts - all students

10.00am-10.40am Mud’nMinibeasts Bush Tucker/Medicine Walk

10.40am-11.00am MORNING TEA (BYO) – (coffee van available)

11.00am-11.40am Bush Tucker/Medicine

Walk

Mud’nMinibeasts

11.40-11.45am Induction/Demonstration – Mia Mia building (all students)

11.45am-12.15pm Nyungar Art Mia Mia’s

12.20-12.50pm Mia Mia’s Nyungar Art

12.50-1.15pm LUNCH – all students

1.20pm STUDENTS DEPART

Activity Brief Description

Smoking Ceremony

Traditional Nyungar Welcome to country. Pass through the smoke. An outward

demonstration signifying inward reconciliation and harmony.

Bush tucker/Bush

Medicine Walk

Learn the secrets of survival in the swamp - locate and investigate bush-

tucker and bush-medicine as you wander through the swamp on our swamp

boardwalk,

Nyungar Art With no written language the Nyungars were expert communicators and

educators through Song, Dance and Story-Telling and Art. Tell your own story

through Nyungar Face Paint/handprints/Class Poster using traditional Nyungar

symbols and traditional pigments (ochre).

Mia Mia’s Build your own model Mia Mia’s (shelters) using natural materials

Mud’nMinibeasts Compare and contrast Nyungar Customs and Dreaming Story beliefs with

modern invertebrate sampling methods (measurement of water quality) -

capture your own cool –critters! What does this tell you about your water

quality?

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Description of Learning Experiences:

1. Welcome to Country and Smoking Ceremony

Time Description

5 min

Overview of Experience: Student/staff safety induction and instruction by Education Manager: General Safety Induction/Housekeeping: (WA Gould League Safety Policy covers excursion safety in detail. Prior to school visit and

confirmation of booking WA Gould League Safety Policy is sent to school to be read and signed prior to visit.) Instruction: snake safety, water safety, use of toilets, drinking water, wash basins, lunch/morning tea area, and rain/sun care, emergency response procedures, first aid supplies, supervision by parents/teachers. Supervisors invited to download Sharing the Dreaming iPhone App as a reference to be used during the day’s activities and as a post-visit revision tool. Welcome to Country: is a formal ceremony by the ACEO (Wadjuk Nyungar) as traditional custodian of Herdsman Lake area (Ngoogenboro Bilya). Anyone coming onto Wadjuk Nyungar land needed a formal welcome, else they were trespassing. This was important to prevent over-hunting (sustainable use of the natural ecosystem) and maintain strong community relationships with other family and language groups, important for the survival of the Wadjuk Nyungar people for trade and marriages etc. It is an honour to be welcomed to their land and we need to respect and honour the Wadjuk Nyungar people giving the welcome in like manner. Today you will listen (nih), Look (djinang) and learn/think about (katitjen) - students repeat words Smoking Ceremony: After welcome, you will participate in a Smoking Ceremony. This is a ceremony of spiritual significance to the Nyungar people. (At this point the Education Manager may introduce the concept of values and beliefs and honoring and respecting other peoples perspectives/values/beliefs) In Nyungar culture a smoking ceremony was conducted to drive away evil spirits. As you walk through the smoke, you will hear the ACEO say; “shooie warra wirn boolyaaka” which means: “go away bad spirit go!” and “moordiyup moorditj wirn!” (hurry up good spirit!). We want to participate in the ceremony (giving honour to the Nyungar people) however our beliefs may be different so perhaps the best way of thinking about this (our worldview) is to make this a point where we change our thinking from “stinking thinking” to “attitudes of gratitude”. (Education Manager will discuss these concepts with children and teachers.) Safety considerations: asthma/allergies - question and monitor students, ensure medication handy.

Welcome to Country & Smoking Ceremony

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5 min

Welcome and Smoking Ceremony activity: Students stand in a circle around fire-pit. ACEO gives a welcome to country (attached), fire is lit. Students stand around in a circle, some are given a piece of Balga trunk and invited to come forward and put their “fire-lighters” on the fire. Then green leaves are put on the fire, producing smoke, students pass through smoke while leader says words above.

5 min

Review, reflection and assessment: After students complete activity Education Manager assesses participation: “hands up who has an attitude of gratitude!” This may lead to a discussion of values, mental health, repentance, psychology, life skills, cultural symbols and ceremony, parent/school/Australian values.

Wadjuk Nyungar Welcome and Smoking narrative

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2. Interactive Dreaming Story

Time Description

5 min Dreaming Time Story of Ngoogenboro Bilya (creation of Herdsman Lake) narrated by ACEO: In the Dreaming time, Wagyl (Serpent Spirit) came up out of the ground and formed Lake Joondalup (Joondalup is name of spirit lady with long, white hair) then he went back underground and came up at Lake Gwelup, Jack-Adder, Herdsman, finally going to sleep at Lake Monger (Galup), This is why the Nyungar people say that Galup will never dry out. (and when the Wadjela’s (European settlers) tried to drain it, it would fill up overnight) When they came to camp at Herdsman they would honour the Wagyl spirit, by taking the sweat from under their arms (gnaarl) and rubbing the smell into some sand and throwing it in the lake. As they would do this they would introduce themselves to the Wagyl, else he might make the water poison and make them sick. NB: Cultural/values considerations: regarding values/beliefs: there needs to be considerable skill at this point in leading the participation of this activity and negotiate with parents/school and students regarding participating in what is essentially a Nyungar spiritual experience. The Education Manager needs to have had dialogue with school leaders prior, to establish school/parent values and instruct story-teller regarding the most diplomatic approach in conducting this experience, in order to be as inclusive to all people, no matter what their religious/values commitment. Students are encouraged to participate, however must also be given the option of comfortably choosing not to participate, if they feel participation will violate their own beliefs/customs.

3 min Interactive Dreaming Story activity: Students take sweat from armpit (or perspiration from forehead) and rub in sand, throw in water, spend a moment of reflection/meditation/prayer – cultivating; “attitudes of gratitude”. In Nyungar culture this would be similar to an invitation for good spirits (moorditj wirn) to come.

2 min Review, reflection and assessment: After students complete activity Education Manager assesses participation: “hands up who has an attitude of gratitude!” As with Smoking ceremony this activity engages students reinforcing values, importance of cultural symbols and ceremony, parent/school/Australian values, common beliefs, how to live in world with many different cultures and beliefs.

The Wagyl (Image courtesy of

Department of Parks and Wildlife

Sharing the Dreaming App)

Dreaming Stories

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3. Mud’nMinibeasts

Time Description

5 min Demonstration/Introduction of activity by Education leader: (all students)

Key concepts:

Water is important to Nyungar people as we have just experienced (students reflect on interactive Dreaming Story)

The interactive Dreaming Story reinforces through culture and tradition the value and care of water.

Discuss Aboriginal v’s European care for water/country and shared values.

Discuss how scientists determine water quality.

Investigate lake water quality using scientific method of Invertebrate sampling.

Safety/ethical issues:

Reminder of snake safety: What is the rule regarding long-grass? (Out of bounds! “If you can’t see your feet you shouldn’t be in there!”)

Water safety: designate ponding area, demonstrate ponding technique

Hygiene: blue-green algae risk, washing hands

Ethical issues: handling and care of animals

Demonstration:

Equipment set up/pack up

Use of equipment and cleaning

Demonstration of supervision of students when sampling - model

30min Mud’nMinibeast Activity: (1 class – approx. 30 students)

Students break into groups of 3-5 working collaboratively. Student sample lake water with scoop nets, identify invertebrates using supplied macro-invertebrate identification worksheets. Students record observations and have group discussion on lake water quality and invertebrate species found.

5 min Review, reflection and assessment:

What was your coolest critter?

What would happen to invertebrates if water was polluted?

Do we have good/bad water? Make an educated judgment based on your findings.

What is our impact on water quality compared with traditional Nyungar living?

The Wagyl or rainbow serpent is recognised by Nyungar as the giver of life, maintaining all fresh water sources. It was the Wagyl that made Nyungar people custodians of the land. How do you think this belief affected their care of the land?

Extension activities : school classroom:

Using Food Webs IPad App explore Herdsman Lake food web, fragile nature of wetland ecology and human impact on threatened and native species for example the potential introduction of the Cane toad.

MudnMinibeasts

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4. Bush Tucker/Bush Medicine Walk

Time Description

5 min Demonstration/Introduction of activity by Education leader:

Safety issues:

reminder of snake safety: What is the rule for long-grass?

no one in front of leader

walking, not running

Key Concepts:

Aboriginal people have lived for thousands of years in a sustainable way with a low ecological footprint using the natural resources around them. What can we learn so that we too have a low footprint on our natural ecosystem?

Key Focus Questions/ideas:

Who loves Bear Grylls – Man v’s Wild?

We are going to experience what it was like to live here thousands of years ago

Who were first Australians? – Aboriginal people of Australia – Nyungar in SW of WA, Wadjuk Nyungar - north of river

Wadjuk Nyungar – Yellagonga leader, north of Swan River from Kings Park, Lake Joondalup to coast (Fremantle).

Language: (Sharing the Dreaming App – teacher iPhone resource) Students repeat

“Nop” – boys : hunters

“Yok” – girls : hunters and gatherers

“Yorga” – mother

“Maaman” – father

35min Bush tucker/Bush Medicine Activity:

Leader models hunting skills and guides students using all senses in moving around surrounds of Centre and along boardwalk. Narrative style/story-telling and modelling of hunting/tracking. Key points to highlight:

Using all senses: “nih” – listening with ears, “djinang”: Looking for signs, “katitjen”: Learning about using senses, thinking.

Tracks and scats – demonstrate old/new, different types

Model standing quietly – listening to sounds, students reflect.

Bush soap – crushed green pods of red-eyed wattle

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If time permits – reflect on emotions /connection to natural surrounds from western worldview v’s Nyungar.

Flooded gum: sign of water, bark used for tanning hides, sap for diarrhea

Acacia cyclops/Red-eyed wattle: check trunk for Bardi grubs, green pods for soap, (moisturizer makeup) collect seeds in spring (poison) but grind and cook (demonstrate soap – students collect if available)

Bulrush – “Yanjet”: pull up white centre – can eat, pound to flatten flower heads and roast for “corn on the cob”

Seasons: use Sharing the Dreaming App: demonstrate seasons, how wetlands change over seasons. Kambarang (spring) when lots of eggs. Makaru (Winter). Swans lose flight feathers and can be herded up by coolongaars (children) to waiting fathers (maaman) and women (yorgas)

Hunting: story of returning boomerang (“kylie”) used for hunting ducks, use of throwing stick (“Wanna Borna”), use of duck traps – using Bulrush string (demonstrate string making) nets. Use of Twig rush as snorkel for duck hunting (Ngoogenboro)

Long-necked turtles: feel with feet, make net traps with bait.

Kangaroo : masking scent using yonga goona (Kangaroo scats) the Yonga dance to get close to male kangaroo’s.

Emu: use shiny mother of pearl to attract, lie in long grass and capture.

Paper bark – not only used for shelters (as will be demonstrated in making Mia Mia’s) but also wrap food (meat) to cook (demonstrate – using string from jointed sedge rush) and Goona paper (toilet paper), also source of water (poke hole when find bubble under bark)

Paper bark leaves – sap used as a mosquito repellant, or find Saw-fly larvae (Spitfires) and get them to regurgitate strong smelling liquid used as an insect repellant.

Asian pennywort: Nyungar bush medicine: anti-arthritis/cancer. Gotu kola (Centella asiatica), also known as Asian pennywort, is a perennial with small kidney-shaped leaves that is commonly found in warmer parts of Australia. It has been shown to boost brain function and is effective in treating wounds and varicose veins. It has been used for thousands of years in India and China to improve mental clarity, heal wounds and treat respiratory infections. Read more: http://www.smh.com.au/lifestyle/diet-and-fitness/once-were-weeds--now-superfoods-20120823-24om9.html#ixzz30o3ecQF8 (students collect 1 leaf, under supervision and inspect)

Review, Reflection and Assessment:

What impact did Nyungar people have on their natural ecosystem? Compare to current impact of humans you observed on the walk.

How can the traditional knowledge you experienced today make a difference in how we live today?

Extension Activities : school classroom:

Investigate what foods and medicines are derived from plants

How many of these discoveries have been based on traditional knowledge of the Aboriginal peoples.

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5. Nyungar Art:

Time Description

5 min Demonstration/Introduction of activity by Education leader: (1 class: 30 students)

Materials:

Trestle tables, Ochre (supplied by Aboriginal presenter), brushes, water, paper for handprints, calico sheet for class handprints/banners (if required). Whiteboard with Nyungar Art images. External taps and sink used for cleaning. Please ask student not to use internal toilets for removing paint.

Key concepts:

How do we communicate? Nyungar’s had 14 different dialects so communication was not only verbal but relied on communication through art, dance, song and use of traditional images.

Key focus questions/ideas:

Who has travelled to a foreign country? Did you speak the language? If you didn’t, how did you communicate?

Examples of communicating include : dance, (Charades) Pictionary (symbols)

Cave paintings – e.g. handprint is signature (nih)

Point out examples on whiteboard – direct students to story-telling using symbols on whiteboard. (also in Sharing the Dreaming iPhone App).

Nyungar’s used ‘paint’, what was it made from? Where do the colours come from? Where do you find the materials used to make ‘paint’?

Demonstration:

Face-painting on a student - tell story using paint

Handprint : demonstrate use of paint and clean-up

25min Nyungar Art activity: (1 class – approx. 30 students) 1. Face-painting: tell your own story – on your face! (half class – with parents) 2. Handprint – your signature. (half-class – with parents)

(Instructions on activities, materials and cleanup) 3. Class banner – calico banner/poster – includes student handprints

5 min Review, Reflection and Assessment:

Take photos to record. Students share their story/handprint

Can you speak different languages? How does knowing a language help you understand a different culture? What happens if that language is lost?

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6. Mia Mia’s

Time Description

5 min Demonstration/introduction of activity by Education leader: (all students, then 1 class moves onto Nyungar Face-painting activity as per program) Instruction to students:

Use sticks and paper bark supplied

You can fossick for additional material – if you do so safely

No pulling bark off trees. (Note to Presenter: if additional bark is required it must be collected from trees well away from walkways.)

Once your Mia Mia has been judged you are responsible for cleaning up your area, sticks and bark back in the bins.

Materials:

Bins of paper bark and forked sticks, bottle of water.

Key concepts:

All humans require some form of shelter to survive the elements.

The Mia Mia is the Nyungar shelter. A more permanent style is a Worlie that uses bent branches and often has additional supports. The type of Mia Mia we will be building is the more temporary ‘Walkabout’ style.

Have you ever built a cubby in the bush? Why did you build it?

We are going to make a model of the Nyungar cubby: Mia Mia See: http://www.wagouldleague.com.au/education/teacher-resources/68-traditional-nyungar-living

Everyone say “three forked sticks” this is minimum requirement. (Leader demonstrates how to make a frame out of three forked sticks interlocking.

Covering? Paperbark: this is a winter Mia Mia; it needs to be water-proof. (Leader demonstrates how paper-bark is water-proof with water-bottle)

Demonstrate covering with paper bark.

Entrance – facing away from wind

Fireplace – in front of Mia Mia door – why?

Why do you want smoke in your Mia Mia? (Keeps out insects such as mosquitos)

Do you sleep on wet grass? Flooring more paper bark and skins

Cold night? - cuddle up with your dogs

How big would you make your Mia Mia? How many in your family? Aim of today’s activity: in groups of three, make your best winter Mia Mia. At the end of this time, 1 person from each group will put their hand in, palm up. Presenter will judge your Mia Mia by pouring water on it, if it is waterproof then it is a winning Mia Mia!

25min Mia Mia building activity: (1 class – approx. 30 students). Students break into groups of three for cooperative learning activity.

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5 min Review, reflection and assessment:

Mia Mia’s judged on construction, correct orientation for season, location of fireplace and whether it is waterproof (is it a winter or summer Mia Mia?)

Photos to record student work.

Students reflect and discuss the importance of shelter and use of natural materials in their construction.

Are there natural materials we can use in our current housing? Is this a sustainable practice?