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Focus Area 4 Making landscapes: how Country is formed

© SharingStories Foundation 2019 www.sharingstoriesfoundation.org

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The Eagle, the Crow and the Bat Focus Area 4 Making landscapes: how Country is formed

Overview

This session examines the formation of landscapes in Dja Dja Wurrung Jaara Country. It concentrates on the formation of volcanoes in the environment and compares the Jaara People’s explanation of how they are formed to other explanations, including Western scientific explanations.

Students investigate key geographic features of Country and create their own classroom map that shows key features of importance to the Jaara People.

Students will also explore explanations for other natural phenomena in the teaching, such as why the crow’s feathers are black and why eagles and crows inhabit different areas of Country.

The intended Indicators of learning Students learn about: • The formation of volcanoes in the The Eagle, the Crow and the Bat• Other understandings of the formation of volcanoes• Other geographic features of Jaara Country• Jaara understandings of natural phenomena, as shown in the teaching

Students: • Compare western scientific and biblical explanations of the formation of

landscapes with the Jaara teaching• Identify key geographic features of Jaara Country and can place them on

a map• Create a classroom map of Jaara Country

Essential questions

Why do different cultures have different understandings of the formation of landscapes and what can we learn from these?

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Activity Time Links to resources Preparation

The Eagle, the Crow and the Bat and volcanoes Teacher Guidelines Focus 4 – The Eagle, the Crow and the Bat and volcanoes

10-15mins

Focus Area 4 - Creation of Stories

Pages 12-16

Re-read pages 12-16.

Be familiar with the other creation stories.

Run off one copy per pair of students or download the creation stories resource.

A Western scientific explanation of how volcanoes are formed

Teacher Guideline Focus Area 4 - A Western Scienceexplanation

30-40mins

Video explanation of Volcanoes:

http://www.abc.net.au/btn/classroom/volcanoes-explained/10488956

Focus Area 4 - Volcano structure

Focus Area 4 - Volcano Word Search

Watch the video.

Be familiar with the terms associate with volcanoes.

Have structure of volcano slide ready to show students.

Run off one copy of the word search per student.

Mapping Country

The object of this section is to create a class map of Dja Dja Wurrung Country or your local Country.

Teacher Guidelines Focus Area 4 - Mapping Country

60-75mins

The interactive map or mwap of their own local area:

Focus Area 4- Dja Dja Wurrung Country Map

Determine the best way of making the map. A template is provided for mapping Dja Dja Wurrung Country but it would be advisable to create your own copy as it can be made much larger.

Create your own outline if mapping local Country

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Specific Curriculum Connections

Aboriginal and Torres Strait Islander Histories and Cultures Organising idea 3: Aboriginal and Torres Strait Islander peoples have unique belief systems and are spiritually connected to the land, sea, sky and waterways. Organising idea 5: Aboriginal and Torres Strait Islander Peoples’ ways of life are uniquely expressed through ways of being, knowing, thinking and doing. Capabilities • Consider when analogies might be used in expressing a point of view and how they should be expressed and evaluated• Explore what a criterion is, different kinds of criteria, and how to select appropriate criteria for the purposes of filtering information and ideas• Identify the characteristics of an effective team and develop descriptions for particular roles including leadership, and describe both their own and their

team’s performance when undertaking various roles

Science • Living things have structural features and adaptations that help them to survive in their environment• The growth and survival of living things are affected by physical conditions of their environment• Sudden geological changes and extreme weather events can affect Earth’s surface

Geography• Collect and record relevant geographical data and information from the field and secondary sources, using ethical protocols• Represent the location of places and other types of geographical data and information in different forms including diagrams, field sketches and large-scale

and small-scale maps that conform to cartographic conventions of border, scale, legend, title, north point and source, using digital and spatial technologiesas appropriate

• Interpret maps and other geographical data and information using digital and spatial technologies as appropriate, to develop identifications, descriptions,explanations and conclusions that use geographical terminology

• Geomorphic processes that produce landforms, including a case study of at least one landformMedia Arts• Explore representations, characterisations and viewpoints of people in their community, using stories, structure, settings, and genre conventions in

images, sounds and text• Develop skills with media technologies to shape space, time, colour, movement and lighting, within images, sounds or text when telling stories

TEACHER GUIDELINES FOCUS 4 – THE EAGLE, THE CROW AND THE BAT AND VOLCANOES

Students reread pages 12 to 16 from The Eagle, the Crow and the Bat.

Ask them to write summarise the story and then get one or two to retell it to the class. If necessary, prompt them to include the names of the volcanoes and send them to the interactive map to find out by clicking on the volcano images.

Discuss what they like about the story and they way it is told in the iBook. Encourage them to cover image, interactivity and audio as well as the story itself.

Provide students with other accounts of creation. Ask them to work in pairs to read them and feedback about the one(s) the find most interesting and why?

FOCUS AREA 4 CREATION STORIES Ancient Greek – creation of volcanoes Hephaestus, their fire god, made weapons for the Gods in his workshop under the surface of the earth.

His tasks of heating and striking metals caused the Earth to erupt

Traditional Hawaiian – creation of volcanoes When Their fire Goddess Pele was really angry with them and flew into a rage, she punished the people by striking the Earth with her stick and breaking it open

Aztec – creation of volcanoes The volcanoes, Popocatepetl and Iztaccihuati, were once humans, young brave warrior Popocatepetl and the beautiful princess Iztaccihuatl. who were deeply in love. While Popocatepetl was at war, Iztaccihuatl received a false message that he was dead and she ided of a broken heart. When Popocatepetl returns to discover his beloved's death, he is inconsolable and carries her body to the mountains where he builds a funeral pyre for them both and then also dies of a broken heart.

The Gods, touched by the lover's plight, turn the humans into mountains, so that they may finally be together. They remain so to this day with Popocatepetl looking over his princess Iztaccihuatl, while she sleeps. On occasion, Popo will spew ash, reminding those watching that he will never leave the side of his beloved.

Biblical Creation story

What happened on the 7th day?

TEACHER GUIDELINES FOCUS 4 A WESTERN SCIENTIFIC EXPLANATION OF VOLCANOES

Position this as an alternative explanation, not a better one.

Show the video of the formation of videos are formed, stopping if needed to answer questions or provide further explanation. Discuss with students:

• how it differs from The Eagle, the Crow and the Bat version• how it is similar to The Eagle, the Crow and the Bat version• which provides more factual detail• which provides a deeper cultural understanding and why.

Prove students with the diagram of the structure of a volcano and familiarise them with the language.

Help to embed this by giving them the word search to do. Ask them to note which terms from the diagram are in the word search and which come from the language of the Jaara people. Ask them to explain, or research if necessary, any other words.

FOCUS AREA 4 STRUCTURE OF ONE SORT OF VOLCANO

Cross-section of a stratovolcano: 1. Magma chamber 2. Bedrock 3. Vent 4. Base 5. Sill 6. Dike 7. Layers of ash 8. Flank 9. Layers of lava 10. Throat 11. Parasitic cone 12. Lava flow 13. Vent 14. Crater 15. Ash cloud.

Credit: MesserWoland

NAME: DATE:

Volcanoes

B L A V A T N A M R O D I O G

G Q A R O Y E E K I I U L N R

W D Q F R E W O G N E R R A T

T J M O L T E N J G J I K C H

Y A Y C U G P A E O I D R L Z

S D P M E X A O S F V U A O E

T J H T T R Y B I F E O K V C

R A I F A H P X L I T L A O R

O W P R Z T R X L R P C T F A

M A L A V J E O X E U H O B T

B R A N E A M G A M R S A S E

O R T K T S U R C T E A W A R

L U E L K O O B M A G L A L Z

I N S I Q D M V T C N I T X E

A G V N G C K J A C T I V E O

LAVA

MAGMA

MOLTEN

MT FRANKLIN

PLATE

RING OF FIRE

SILL

STROMBOLI

TARRENGOWE

R THROAT

VOLCANO

ACTIVE

ASH CLOUD

CRATER

CRUST

DJA DJA WARRUNG

DORMANT

ERUPT

EXTINCT

JAARA

KEEYORA

KRAKATOA

LALGAMBOOK

TEACHER GUIDELINES FOCUS 4 – MAPPING COUNTRY

In this section students could either map:

• Dja Dja Wurrung Country

• The Country on which the school stands.

Before starting, it would be wise to gain consensus about the symbols that will be used on

the map and create a legend before you start. It is probably wise to determine a basic colour

scheme as well, but not essential.

Divide students into small groups and allocate a section of the map to research and create.

To enable easy creation of each part of the map, it is probably easiest if each group as a

map of their section only.

They are to:

• All geographical features of their area

• The name in local language for each feature.

• If they wish, they can also determine where current towns are located.

• Start designing their own section of the map, according to the legend and using local

place names. Encourage them to use an approximate scale but don’t teach formal

scale.

• When ready, complete their map and then combine with all others to give a giant

class map.

• Survey their handiwork and be proud!

Reflect on the task and what they learned – what challenges did it present, how hard was

it, was the research difficult, which part did they enjoy the most, etc.

Ask students to take a photo of their own part of the map and the whole class map. Consider

how they could be use in the iBook journal. Give them a little time to work on the journal.

DJA DJA WURRUNG COUNTRY

© SharingStories Foundation 2019 www.sharingstoriesfoundation.org

Special thanks to our project partners

Resources created by Deb Palmer with Aunty Julie McHale andSharingStories Foundation for The Eagle, the Crow and the Bat.

These resources are for trial purposes and should not be repurposed or adapted.