Resources to embed Indigenous perspectives in the new curriculum

An indigenous view is one that is: Spiritual, holistic, intuitive, contextualised, communal, cooperative, celebrates mystery, time is circular Aboriginal and Torres Strait Islander cultures are spiritually connected to the land, sea, sky and waterways (ACARA, 2012). These beliefs can be integrated into the science. Areas in the curriculum where ATSI histories and cultures may be implemented: Terrestrial and aquatic resource management Discuss how the observations and understanding of the structure, function and life cycles of native plants are used by Aboriginal and Torres Strait Islander peoples Research how a knowledge of physical properties of natural materials is used by Aboriginal and Torres Strait Islander peoples in everyday life, e.g. tools, weapons, utensils, shelter, housing or bush medicine Assess ways that Aboriginal and Torres Strait Islander peoples' cultural practices and knowledge of the environment contribute to the conservation and management of sustainable ecosystems

Indigenous Land Management Can be used for: ecology/technology/fire ATSI encompasses an ecological view where the gathering of food or hunting of animals is based on present needs of its people, within the context of ensuring scare resources will be available in the future. For example, a waterhole is imported and must be catered for, not depleted. Before the colonisation of Australia, indigenous peoples occupied most of arid Australia Still have connections with their traditional land but use technology (cars and planes) to get there Moved around in their clan estates following a pattern of availability of food resources; the availability of water was the basis for peoples movement Reduced water loss by evaporation from rock pools by placing a stone over the opening Indigenous people made fire for a variety of reasons: as a management tool; firestick farming; for cooking food; communicating with other groups of Aborigines; spiritual purposes (associated with land) Some groups still use fire to manage their land and forests

Indigenous people use fire to help grow new shoots on plants and attract animals for food; they use a range of native plants, including fruits, seeds, roots of many trees, shrubs and grasses. This is called firestick farming: o To make sure that the area around food plants if kept clear of other rubbish o To remove older parts of plants and encourage new growth. The ash of the fire stays close by and nutrients in it can be recycled locally o To remove scrub near their camp so that soft young grasses would grow in its place. These grasses attract animals like kangaroos and wallabies that can be hunted for food o To occasionally frighten game to hunting parties can trap them o So that people can move easily around the land and are able to collect food. Video: Management of the northern savannah http://splash.abc.net.au/media//m/29925/management-of-the-northern-savanna?source=search Practical making fire http://members.ozemail.com.au/~mmichie/engag_ideas.htm#fire

Climate and Seasons Western one year following onto the next Indigenous seasonal calendars; may recognise more than 4 seasons; seasonal indicators can include changes to plants or animals, the weather and include star patterns that are seen

Astronomy Indigenous use the stars and planets to signify important seasonal events; own names for stars and constellations and there are Creation stories associated with them, e.g. milky way is associated with abundance; they also focus on the dark areas in the sky Bush tucker Bush tucker breakfast or investigating how to crack macadamia nuts http://members.ozemail.com.au/~mmichie/engag_ideas.htm#tucker Bush tucker is the name we give to the bush foods that people are able to collect. These days they are likely to use rifles or fishing lines rather than spears and boomerangs, and cars and boats to get about More around the country based on season and food availability (e.g. summer near the coast eating seafood, winter inland eating kangaroo) Insects for food (Bogong moths, witchetty grubs, honey ants) Medicine Plant, animal and mineral materials to treat or relieve ailments, such as preparations to heal burns, to relieve pain and coughs, to act as antihistamines for stings and bites

Western medicine has taken some things from indigenous medicine. E.g. aspirin comes from witch-hazel (originally users chewed the stem to relieve pain); eucalyptus and tea tree oils are produced from Australian plants and animals

Classification Indigenous classification tends to be based on utility. Birds perching birds finches individual

OR small birds and large birds

Geology and Landscapes Hard rocks were prized to make axes and spearheads Stone axes can be made from hard rocks quartzite or basalt Flat rocks are used as grinding stones for crushing seeds to make flour or crushing ochres to make paints Genryornis rock art They believed the landscape around them was created and maintained by Creation beings

Music making Didgeridoo, boomerangs, clap sticks, bullroarers, and drums Pitch http://members.ozemail.com.au/~mmichie/engag_ideas.htm#didge

Other appropriate resources Engaging with Australian Indigenous Science Michael Michie http://members.ozemail.com.au/~mmichie/engaging.htm Embedding Indigenous Science http://science.uniserve.edu.au/school/curric/stage4_5/indigenousscience.html

Additional Syllabus links where Indigenous perspectives can be implemented Stage 4 Physical World p. 106 d. analyse some everyday common situations where friction operates to oppose motion and produce heat http://members.ozemail.com.au/~mmichie/engag_ideas.htm#fire p. 107 a. identify objects that possess energy because of their motion (kinetic) or because of other properties (potential) Pitch http://members.ozemail.com.au/~mmichie/engag_ideas.htm#didge p. 107 describe the scientific principles used in some traditional technologies used and developed by Aboriginal and Torres Strait Islander peoples Earth and Space p. 108 b. relate the formation of a range of landforms to physical and chemical weathering, erosion and deposition would say its by creation as viewed by an Indigenous perspective p. 108 b. demonstrate, using examples, how ideas by people from different cultures have contributed to the current understanding of the solar system Relate to Indigenous perspectives p. 109 d. research how Aboriginal and Torres Strait Islander peoples' knowledge is being used in decisions to care for country and place, e.g. terrestrial and aquatic resource management

Living World p. 110 a. identify reasons for classifying living things p. 110 f. explain how the features of some Australian plants and animals are adaptations for survival and reproduction in their environment p. 111 a. research an example of how changes in scientific knowledge have contributed to finding a solution to a human health issue Indigenous medicine p. 111 d. predict how human activities can affect interactions in food chains and food webs, including examples from Australian land or marine ecosystems Indigenous vs. Western p. 112 discuss how the observations and understanding of the structure, function and life cycles of native plants are used by Aboriginal and Torres Strait Islander peoples Chemical World p. 113 f. investigate how people in different cultures in the past have applied their knowledge of the properties of elements and compounds to their use in everyday life, e.g. utensils, weapons and tools Paints p. 114 research how a knowledge of physical properties of natural materials is used by Aboriginal and Torres Strait Islander peoples in everyday life, e.g. tools, weapons, utensils, shelter, housing or bush medicine Stage 5 Physical World p. 121 d. explain, using the particle model, the transmission of sound in different mediums Didgeridoo Earth and Space p. 123 a. outline some of the major features contained in the universe, including galaxies, stars, solar systems and nebulae Indigenous astronomy p. 123 e. use scientific evidence to outline how the Big Bang theory can be used to explain the origin of the universe and its age How Indigenous peoples think the universe was created Living World p. 125 d. analyse how changes in some biotic and abiotic components of an ecosystem affect populations and/or communities

p. 126 e. assess ways that Aboriginal and Torres Strait Islander peoples' cultural practices and knowledge of the environment contribute to the conservation and management of sustainable ecosystems p. 126 investigate how models can be used to predict the changes in populations due to environmental changes, e.g. the impact of fire or flooding, introduction of a disease or predator Chemical World Nothing