3000

Adapted from APAC091 | Seasons and Aboriginal practices | © Department of Education, WA, 2011
Reason for choosing this lesson
I chose this lesson because it integrates Aboriginal perspectives and aspects of biology. This
lesson links to the cultural ground zero aspect of change which provides the perfect
foundation to endorse further exploration of aspects of change such as cultural dispossession
and reconciliation. Furthermore, the biology content is great revision for a year 7 group that
can then progress onto learning about relationship between living organisms.

Rational for APAC lesson

This lesson plan integrates two of the three cross curriculum priorities from the Western
Australian Curriculum. These two cross curriculum priorities are sustainability and Aboriginal
and Torres Strait Islander histories and cultures. Hence this lesson focuses on the cultural
ground zero aspect of change as it promotes Aboriginal cultures, values, attitudes and practice.

This lesson integrates sustainability through encouraging students to participate in a class

discussion focussing on the Aboriginal value of sustainability and environmental problems
caused by European setters. Students learn about Aboriginal practices such as hunting and
gathering, land use rotations, and fire regimes. Additionally, this lesson teaches student that
Aboriginal’s are very resourceful, only collecting taking what they need and leaving young
organisms to create the next generation.

During this lesson, Aboriginal and Torres Strait Islander histories and cultures are explored.
The whole-class activity involves students learning that a large part of Aboriginal culture is
their relationship with the land. Student’s discover that in Aboriginal culture, land is not
considered property that can be owned and that Aboriginal’s believe that it is their
responsibility to protect the land for future generations.

Lastly, the content of this lesson links to the Western Australian Year 6 Biology Curriculum
point ACSSU094; The growth and survival of living things are affected by physical conditions
of their environment. During the lesson students are encouraged to find relationships between
physical elements of the environment and vegetation types, for example, areas showing the
most rain have the tallest densest forests.

Adapted from APAC091 | Seasons and Aboriginal practices | © Department of Education, WA, 2011
Adapted from APAC091 | Seasons and Aboriginal practices | © Department of Education, WA, 2011
Adapted from APAC091 | Seasons and Aboriginal practices | © Department of Education, WA, 2011
Adapted from APAC091 | Seasons and Aboriginal practices | © Department of Education, WA, 2011
Adapted from APAC091 | Seasons and Aboriginal practices | © Department of Education, WA, 2011
Adapted from APAC091 | Seasons and Aboriginal practices | © Department of Education, WA, 2011
Adapted from APAC091 | Seasons and Aboriginal practices | © Department of Education, WA, 2011
Rationale for Lesson 1
This lesson is constructed for a co-ed public school in a middle to low socio economic class
area. The school does not have a BYOD policy as they are classified as a Physical Containment
Level 1 facility providing their own digital technology facilities. These facilities include
computer labs that contain desktops, internet access, interactive whiteboards, projectors and
printers. Furthermore, the school is in the process of integrating wifi and portable digital
devices. Approximately 5% of the school’s population is of Aboriginal or Torres Strait Island
descent and class sizes range between 15 and 33 students. Majority of the students are
competent in literacy and numeracy, however, a range of learning abilities are present within
classrooms that need to be catered for.

This lesson plan integrates one of the three cross curriculum priorities from the Western
Australian Curriculum. This cross curriculum priority is Aboriginal and Torres Strait Islander
histories and cultures. This lesson integrates Aboriginal and Torres Strait Islander histories and
cultures by exploring a range of Aboriginal languages, practicing the use of Aboriginal
language, and discussing events in Australia’s history that have caused the loss of half of the
Aboriginal languages and dispossession of Aboriginal identity.

This lesson focuses on the cultural ground zero and cultural dispossession aspects of cultural
change. This lesson addresses the cultural ground zero aspect of culture via making students
explore a diversity of Aboriginal languages that contribute to Aboriginal identities. This lesson
acknowledges that Aboriginal language is a huge part of Aboriginal culture and identity.
Furthermore, throughout this lesson it is promoted that the Aboriginal community is complex
and diverse involving different languages, values and traditions.

Additionally, this lesson acknowledges aboriginal cultural loss and dispossession by

encouraging students to discuss how Aboriginal languages are dying out due to historical event
and protocols that stripped Aboriginal people of their language and their identity. Students are
encouraged to reflect on Australian history from an Aboriginal perspective to try and imagine
what it may have been like to experience dispossession first hand.

Lastly, this lesson links to the year 7 biology Western Australian curriculum point ACSSU112;
Interactions between organisms can be described in terms of food chains and food webs and
human activity can affect these interactions. During this lesson students learn about interactions
between producer, consumer and decomposer organisms within food chains.

Student Name: Chelsea Morgan

Student Number: 21327253
Tutor: Anne Partlon

Adapted from APAC091 | Seasons and Aboriginal practices | © Department of Education, WA, 2011
 Lesson 1: Interactions between Organisms
PURPOSE: KEY BACKGROUND POINTS:
 Explore and acknowledge the  See Resource 1: Food Web Handout
relationship between Aboriginals  See Resource 3: Aboriginal Words
and the land Handout
 Teach students about interaction  Explore more Aboriginal words at:
between organisms that occur in https://www.noongarculture.org.au/wp-
the environment content/uploads/2013/07/Noongar-
 Explore the diversity of Dictionary-Second-Edition.pdf
Aboriginal language
 Acknowledge Aboriginal  Get more information about Aboriginal
dispossession and loss language and history at:
www.noogarculture.com
STUDENT OUTCOMES:
 Compare and contrast Aboriginal CULTURAL & PROTOCOL
and Non-Aboriginal practices and CONSIDERATIONS:
relationships with the  Correct pronunciation of Aboriginals
environment should be used. Aboriginal people or
 Define and identify consumer, elders should be consulted if there is
producer, decomposer, and food any uncertainty of pronunciation.
chain  When discussing Aboriginal history
 List characteristics of a living respect and sensitivity should be shown
organism
 Create food chains
 List animal using an Aboriginal
language
 Identify how many Aboriginal
languages there are and
acknowledge the factors that
caused Aboriginal
cultural/identity loss and
dispossession

RESOURCES
MEDIUM AUTHOR, TITLE SOURCE
PRODUCER,
DEVELOPER,
ETC
Online Rose Whitehurst Aboriginal Dictionary https://www.noongarculture.org.au/w
PDF p-content/uploads/2013/07/Noongar-
Dictionary-Second-Edition.pdf

Website South West Sea and Noongar Knowledge https://www.noongarculture.org.au/la

Land Council nguage/

Website Australian institute http://aiatsis.gov.au/explore/articles/in

of Aboriginal and Aboriginal Language digenous-australian-languages

Adapted from APAC091 | Seasons and Aboriginal practices | © Department of Education, WA, 2011
 Torres Strait Islander
studies
Website CBRA Producers consumers http://cbra.tk/producers-consumers-
and decomposers food and-decomposers-food-chain/
chain

TEACHING AND LEARNING STRATEGIES

TEACHING RESOURCES:
 Resource 1: Food Web handout
 Resource 3: Aboriginal Words Handout
 AIATSIS website
 www.noogarculture.org website
 Whiteboard and accessories
 Paper and pens

PREPARATION:
 Refresh memory on food chains by reading through Year 7 Science Pearson
Textbook: Chapter 5.2 (pg179)
 Study the correct pronunciation of Aboriginal words or seek advice form an
aboriginal elder
 Read through resource 1 and 3
 Conduct research on Aboriginal languages using the noogarculture.org website
 Print off copies of resource 1,2, 3 and 4
 Ensure that student have all personal resources for the lesson

IMPLEMENTATION:
 Recap last lesson:
-Last lesson we explored the relationship between elements of the physical
environment by comparing our climate, vegetation, landform and soil maps and
drawing conclusions.
-We also learnt about the close relationship Aboriginal people have with their land
by reading about the six Aboriginal seasons and who aboriginals sustained the land.
-Lastly, we had a brief discussion on the different values of Aboriginals and British
colonist, and modern Australians in relation to the environment.
 Compare and Contrast (in pairs)
-The class gets split into two halves. One half will brainstorm key points about the
relationship that Aboriginals have with the land and Aboriginal practices. The other
half of the class will brainstorm key points about the relationship that non-
Aboriginal Australian’s have with the land and white Australian practices.
-Students should use their exercise books to do brainstorm in.
-Students should end up with points like these:
EXAMPLE
Aboriginals Non-aboriginal
-Spiritual connection with land -landmarks are attractions
-hunter gatherers -mass hunting
-moved location every season to allow -Use land resources for profit
replenishment -hunt more than what they need to
-changed diet during different season export and make money

Adapted from APAC091 | Seasons and Aboriginal practices | © Department of Education, WA, 2011
 -only used what they need
-used all the animal (skin, blubber,
meat, organs)
-only hunted older animals allowing
young animals to survive and
reproduce
-minimal impact on land
-over use resources and do not allow
sufficient time to replenish
-large impact on land
-hunt young and old animals
(restrictions are becoming more
prevalent in recent years)
-extinction of animals
-wasteful

 Introduce food chains

-Last lesson we explored relationships between physical elements of the physical
environment. This lesson we will be exploring relationships between organisms.
 Introduce terms:
Living organisms: organisms that are made up of cells, reproduce by genetic
material, respond to stimuli, and synthesis energy
Produce: Organisms that can produce their own energy and nutrients
Consumer: Organisms that consume other organisms to receive energy and
nutrients
Decomposer: Organisms that break don’t dead organisms and waste matter
Food Chain: A food chain is diagram illustrating the flow of energy and nutrients
from one living organism to the next
 Complete producer, consumer, and decomposer worksheet
-Provide students with resource 1: Food web handout
-Provide students with resource 2: Food Web Worksheet
-students should work individually
 Create food chain
-Provide students with resource 3: Aboriginal words Handout, and resource 4: Food
chain activity worksheet
-Students should work on the spelling and pronunciation of aboriginal words
 Discussion
-How many aboriginal nations are there?
-According to the Australian Government there were over 500 clan groups or
nations within Australia. Many of these clans have their own separate cultures,
beliefs and languages.
-How many Aboriginal languages are there?
According to AIATSIS (Australian Institute of Aboriginal and Torres Strait
Islander studies) there were approximately 250 different Aboriginal languages in
1788. These languages were pasted on form generation to generation through word
of mouth. Today only 120 of these languages are still alive.
-History of the aboriginal language:
According to noogarculture.org, through the 1800’s up til the mid 20th century
Aboriginal children were not allowed to speak using their traditional languages.
Furthermore, during the 20th century if Aboriginal men or women wanted to
become an Australian citizen they had to renounce their Aboriginal identity and
were banned from speaker their language. Therefore, Aboriginal languages started
to die out. However, Aboriginal elder have kept some of the aboriginal languages
alive.

Adapted from APAC091 | Seasons and Aboriginal practices | © Department of Education, WA, 2011
 -Percentage of the Aboriginal population that still uses their traditional
language?
The 2011 National Household Survey revealed that 17.2% of the population of
people who have Aboriginal identify can conduct a conversation in an Aboriginal
language
 Conclusion activity:
-students should brainstorm something that they all learnt during this lesson and the
teacher will transfer this information into a visual brainstorm on the board

FOLLOW UP LESSON:
 During the next lesson we will be:
-Identifying human impacts on interactions between living organisms
-Exploring Aboriginal totems

ASSESSMENT:
 Observe students participation in compare and contrast activity to assess if students
can acknowledge the relationship that Aboriginals share with the land.
 Collect and mark resource 2 and 4 to determine is students are able to create food
chains, identify producers, consumers and decomposers, and list the Aboriginal
words for particular animals.
 Monitor students participation during classroom discussion activity to evaluate if
students can identify how many Aboriginal languages there are and acknowledge
the factors that caused Aboriginal cultural/identity loss and dispossession.

Adapted from APAC091 | Seasons and Aboriginal practices | © Department of Education, WA, 2011
Resource 1: Food Web Handout

Introduction to interaction between organisms within food chains

All living organisms need energy to stay alive. Organisms can gain energy and nutrients by
adapting a way to synthesizing their own or through consuming other organisms. Organisms
that are able to synthesize their own energy and nutrients are referred to as producers. Most
producers are green leafy plants that are able to create sugars as an energy source using light
energy from the sun. Organisms that consume other living organisms in order to gain energy
and nutrients are defined as consumers. An example of a consumer is an ant as it eats plants
matter and flower nectar in order to obtain energy and nutrients. In addition to consumer
and producers there are decomposers. Decomposers gain energy by breaking down animal
wastes and dead plants and animals. Examples of decomposers include types of bacteria,
fungi and earthworms.
As seen in the image below the interactions between producers, consumers and decomposers
form a flow of energy and nutrients from one living organisms to the next. This flow makes
up what is known as a food chain. When food chains become more complex and organisms
share energy transfer interactions with multiple other organisms within the food chain, we
now call this a Food web. As energy is transferred through a food chain some energy is lost.
In fact, only 10% of an organism’s energy is passed on to the next organism.

Adapted from APAC091 | Seasons and Aboriginal practices | © Department of Education, WA, 2011
Extra reading
When exploring food chains in more depth expansions can be made. For instance, as food
chains become more complex multiple consumers will be present. Consumers can be split
into three different categories; primary, secondary and tertiary. Consumers that eat
producers are identified as primary consumers, whereas consumers that eat primary
consumers are called secondary consumers. Lastly, consumers that prey on secondary
consumers are top predators referred to as tertiary consumers. In the food chain example
above the ant is the primary consumer, the lizard is the secondary consumer and the snake is
the tertiary consumer.

References
Life on the Food Chain. (2017). Www2.nau.edu. Retrieved 6 March 2017, from
http://www2.nau.edu
Producers consumers and decomposers food chain – cbra. (2017). Cbra.tk.
Retrieved 5 March 2017, from http://cbra.tk/producers-consumers-and-
decomposers-food-chain/

Adapted from APAC091 | Seasons and Aboriginal practices | © Department of Education, WA, 2011
Resource 2: Food Web Worksheet

Adapted from APAC091 | Seasons and Aboriginal practices | © Department of Education, WA, 2011
Adapted from APAC091 | Seasons and Aboriginal practices | © Department of Education, WA, 2011
Resource 3: Aboriginal Words Handout

Find more:
https://www.noongarculture.org.au/wp-content/uploads/2013/07/Noongar-Dictionary-
Second-Edition.pdf

Balak – Grass tree Djorlkoorl – spotted goanna

Balyoongar – Eucalyptus tree Dookartj -brown snake
Bankot – Marsupial rat with long tail Dordok- pig
Bibdjool – gecko Dwert mokiny- dingo
Bidit – ant Kalbiri – wild berries
Bila – tailer (fish) Kar -spider
Bindi-bindi – moth Kelang- male possum
Boodjark -maggots Kookendjeri – sheep
Booyi -long neck tortoise Koorni or kooyar -frog
Dil – crayfish found in swamp Kwer – wallaby
Dilert – blue tongue lizard Maali – swan
Diliboort – Mud lark bird Marloo- red kangaroo
Djart -sun Ngalkoo – cat
Djidly – grasshopper Ngarnt- gumtree
Djildjit – fish Ngoorlak – black cockatoo
Djiral – grass

Adapted from APAC091 | Seasons and Aboriginal practices | © Department of Education, WA, 2011
Resource 4:

Food Web Worksheet

Name:_______________________
Date:________________________

1. Fill in the blank using the provided word to create a food chain
-Grass
-Rabbit
-Fox

_______________ _____________ ____________

PRODUCER CONSUMER CONSUMER

2. Draw your own food chain using 3 of the organisms listed in below
-Flower -Bee -ant
-Tree -Bird -cat

Adapted from APAC091 | Seasons and Aboriginal practices | © Department of Education, WA, 2011
 3. Identify the organisms in your food chain (from question 2) as producers,
consumers or decomposers
Producers:
Consumers:
Decomposers:

4. Draw your own food chain using 3-4 of the organisms listed on your Aboriginal
Words Handout. Use aboriginal words instead of English words.

Adapted from APAC091 | Seasons and Aboriginal practices | © Department of Education, WA, 2011
Rationale for Lesson 2
This lesson is constructed for a co-ed public school in a middle to low socio economic class
area. The school does not have a BYOD policy as they are classified as a Physical Containment
Level 1 facility providing their own digital technology facilities. These facilities include
computer labs that contain desktops, internet access, interactive whiteboards, projectors and
printers. Furthermore, the school is in the process of integrating wifi and portable digital
devices. Approximately 5% of the school’s population is of Aboriginal or Torres Strait Island
descent and class sizes range between 15 and 33 students. Majority of the students are
competent in literacy and numeracy, however, a range of learning abilities are present within
classrooms that need to be catered for.

This lesson plan integrates two of the three cross curriculum priorities from the Western
Australian Curriculum. These two cross curriculum priorities are sustainability and Aboriginal
and Torres Strait Islander histories and cultures. Sustainability is being incorporated during the
human impact activity and case study activity as these activities highlight how humans are
negatively and positively affecting environment sustainability. Students learn about how land
clearing, human activity and overexploitation of resources can have direct and indirect negative
effects on organisms such as declining numbers or even extinction. Furthermore, students will
explore recovery actions that are being put in place to attempt to create a self-sustaining
environment. Aboriginal and Torres Strait Islander histories and cultures are integrated into
this lesson via students discussing Aboriginal totems. Students are encouraged to discover the
importance of totem animals, learn what totem animals are and acknowledge what
responsibilities and protocols are associated with particular totems. Via this lesson promoting
aboriginal perspectives, values and cultures to students, it is focusing of the cultural ground
zero aspect of cultural change. Therefore, students are gaining valuable insight Aboriginal
culture and Country which enriches learning and facilitates cultural knowledge, awareness, and
recognition.

Lastly, this lesson links to the year 7 biology Western Australian curriculum point ACSSU112;
Interactions between organisms can be described in terms of food chains and food webs and
human activity can affect these interactions. During this lesson students learn about how
humans fit into a food web and what negative direct and indirect impacts humans can have on
an ecosystem.

Student Name: Chelsea Morgan

Student Number: 21327253
Tutor: Anne Parton

Adapted from APAC091 | Seasons and Aboriginal practices | © Department of Education, WA, 2011
 Lesson 2: Human Impact
PURPOSE:
 Acknowledge how human
impacts can have direct and
indirect effects on organisms
 Explore Honey Possum Case
study
 Explore aboriginal totems
STUDENT OUTCOMES:
 Define and draw food webs
 Identify direct and indirect
effects that humans have on
living organisms
 List threats impacting on Honey
Possums
 Define and describe Aboriginal
totems
KEY BACKGROUND POINTS:
 See Aboriginal totem background
information at:
https://www.noongarculture.org.au/spirituality/
and
https://www.noongarculture.org.au/spirituality/
 See Honey Possum background
information at:
https://www.bushheritage.org.au/species/honey-
possum
CULTURAL & PROTOCOL
CONSIDERATIONS:
 Correct Aboriginal information on
totems should be taught. Aboriginal
people or elders should be consulted if
there is any uncertainty of information.
 When discussing Aboriginal culture and
spirituality, respect and sensitivity
should be shown

RESOURCES
MEDIUM AUTHOR, TITLE SOURCE
PRODUCER,
DEVELOPER,
ETC
Website Australia Together Indigenous http://www.australianstogeth
Spirituality er.org.au/stories/detail/indige
nous-spirituality

Website South West Sea Noongar Knowledge https://www.noongarculture.

and Land Council org.au/spirituality/

YouTube Nation Centre for Aboriginal Kinship: https://youtu.be/vpHG9V2qJi

Video Cultural Totems E
Competence
Website Bush Heritage Honey Possum https://www.bushheritage.or
Australia g.au/species/honey-possum

Adapted from APAC091 | Seasons and Aboriginal practices | © Department of Education, WA, 2011
 TEACHING AND LEARNING STRATEGIES

TEACHING RESOURCES:
 Resource 1: Food web
 Resource 2: Human Impact Worksheet
 Whiteboard and accessories
 Paper and pens
 Computer and internet

PREPARATION:
 Print student copies of resource 1 and 2
 Read about Honey Possums on https://www.bushheritage.org.au/species/honey-
possum
 Refresh memory on: direct and indirect interactions
 Refresh memory on totems using the website:
https://www.noongarculture.org.au/spirituality/
 Consult Aboriginal person or elder if any uncertainty on totem information

IMPLEMENTATION:
 Recap last lesson:
-During the last lesson we explored and acknowledged the relationship between
Aboriginals and the land, learnt about interaction between organisms that occur in
the environment, explored the diversity of Aboriginal language, and acknowledged
Aboriginal dispossession and loss
 Introduce what we will be doing today:
-today we will be looking at human impacts on interactions between living
organisms
 Introduce food webs
-Food webs like food chains show the transfer of energy and nutrients from one
living organisms to the next. Food webs are a combination of many food chains.
Food webs are created when organisms share interact with more the one other
organism.
 Human impact activity
-Hand-out a copy of resource 1: Food Web and resource 2: Human Impact
Worksheet
-Introduce direct and indirect impacts:
*Direct: the impact of one organism or species on another
*Indirect: the impact of one organisms on another that is transmitted by an
intermediate third organism
-Students are allowed to collaborate however must complete one worksheet each
 Case Study
-Students read through https://www.bushheritage.org.au/species/honey-possum
website
-Students should highlight key information within the Honey Possum Case Study
-As a class, list the threats of Honey Possums
*dieback
*fire
*food and habitat loss

Adapted from APAC091 | Seasons and Aboriginal practices | © Department of Education, WA, 2011
 -Identify the main threat and who causes it
*The main cause of endangerment is loss of food and habitat
*Humans are clearing bush to create new houses and buildings for the growing
population. By clearing the bush humans are indirectly negatively impacting upon
the Honey Possums
*Humans are also spreading dieback disease which is killing bushland that Honey
Possums feed and live in
-List the recovery actions
*monitor populations
*breed and conserve current populations
 Discussion
-Why are Honey Possums important?
*They are facilitators that help pollination
*They are of spiritual significance to Aboriginal People (Totems)
-What is a Totem?
*A totem is a natural object, plant or animal that is inherited by members of a clan
or family as their spiritual emblem
 Conclusion
-Draw a food chain or web using the animals identified in the Honey Possum Case
Study
-Student should complete this in their personal exercise books

FOLLOW UP LESSON:
 Field trip to bushland area
 Aboriginal guest speaker
 Welcome to country

ASSESSMENT:
 Collect and mark Human impact worksheet to evaluate is students can identify
direct and indirect effects that humans have on living organisms
 Monitor student participation in Case Study activity to assess list threats impacting
on Honey Possums and identify the importance of Honey Possums
 Monitor student participation and responses in discussion to determine if students
can define and describe Aboriginal totems
 Formatively mark students food web through quick in-class observation

Adapted from APAC091 | Seasons and Aboriginal practices | © Department of Education, WA, 2011
Resource 1: Food Web

Adapted from APAC091 | Seasons and Aboriginal practices | © Department of Education, WA, 2011
Resource 2: Human Impact Worksheet

Human Impact Worksheet

Name:_____________________________________
Date:_____________________

1. Humans have hunted Mule deer for their meat and now have overexploited the
species. What other animals will be indirectly impacted by this and how?

2. Humans are clearing 80% of the trees in this ecosystem to build an apartment block.
List the animals that will be directly impacted by this:

3. A) Due to bobcats eating famers livestock, humans are taking action by culling
bobcats in the area. What indirect affect will this have on the pine marten population?

B) What other impacts will the change in population size of the pine marten have on
which animals?

Adapted from APAC091 | Seasons and Aboriginal practices | © Department of Education, WA, 2011
Rationale for Lesson 3
This lesson is constructed for a co-ed public school in a middle to low socio economic class
area. The school does not have a BYOD policy as they are classified as a Physical Containment
Level 1 facility providing their own digital technology facilities. These facilities include
computer labs that contain desktops, internet access, interactive whiteboards, projectors and
printers. Furthermore, the school is in the process of integrating wifi and portable digital
devices. Approximately 5% of the school’s population is of Aboriginal or Torres Strait Island
descent and class sizes range between 15 and 33 students. Majority of the students are
competent in literacy and numeracy, however, a range of learning abilities are present within
classrooms that need to be catered for.

This lesson plan integrates two of the three cross curriculum priorities from the Western
Australian Curriculum. These two cross curriculum priorities are sustainability and Aboriginal
and Torres Strait Islander histories and cultures. Sustainability is being incorporated via-
students reading through the Feather Leaved Banksia recovery plan and identifying recovery
actions that are being implemented to create a sustainable population that are able to effectively
survive and reproduce for many generations.Aboriginal and Torres Strait Islander histories and
cultures are integrated into this lesson via students discussing how Aboriginal Country
knowledge and land management practices can be integrated with modern conservation
strategies to create a sustainable population of Banksia brownii. Students are encouraged to use
their Aboriginal knowledge from past lessons and critically evaluate which Aboriginal land
management practices would Banksia brownii benefit from, for examples, fire regimes.
Additionally, this lesson explores the Welcome to Country ceremony which is of great
importance in Aboriginal culture. Students learn about what a Welcome to Country ceremony
is, why they are so important, who can perform them and the history behind modern Welcome
to Country ceremonies.

During this lesson students analyse the Feather Leaved Banksia brownii recovery plan and
describe how its promotes reconciliation. Furthermore, students learn what reconciliation is,
why it’s important and how it can be achieved. Hence, students are being encouraged to value
the movement towards reconciliation and furthermore become a part of reconciliation.

Lastly, this lesson links to the year 7 biology Western Australian curriculum point ACSSU112;
Interactions between organisms can be described in terms of food chains and food webs and
human activity can affect these interactions. During this lesson students observe and identify
interactions between organisms within a real-life ecosystem, draw a food chain/web to
represent interactions being observed, and explore the Feather Leaved Banksia recovery plan
to discover human threats and identify implemented recovery actions.

Student Name: Chelsea Morgan

Student Number: 21327253

Adapted from APAC091 | Seasons and Aboriginal practices | © Department of Education, WA, 2011
Tutor: Anne Parton
Lesson 3: Torndirrup National Park Field Trip
PURPOSE:
 Observe interactions between species
in a real-life ecosystem
 Identify species with the Torndirrup
National Park
 Draw a food web to reflect
interactions occurring between species
within Torndirrup National Park
 Explore Feather leaved Banksia
Recover Plan
 Acknowledge the importance of
Feather Leaved Banksia in Aboriginal
culture
 Acknowledge Reconciliation
movement through involvement in the
Feather Leafed Banksia Recovery
Plan
STUDENT OUTCOMES:
 Observe and draw food chains and
webs
 Identify living organisms that make up
a food chain
 Define and describe Welcome to
Country Ceremony
 Identify threats impacting the Feather
Leaved Banksia and strategies being
implemented to help Feather Leaved
Banksia
 Describe reconciliation and identify
how the Feather Leafed Banksia
related to reconciliation
KEY BACKGROUND POINTS:
 Learn background knowledge
form the Indigenous perspective
on sustainability at
splash.abc.net.au/home#!/media/
525907/indigenous-perspective-
on-sustiainability
 Read over Guide 2:
Relationships in the physical
environment from Original
APAC lesson
CULTURAL & PROTOCOL
CONSIDERATIONS:
 Correct Aboriginal information
is taught to students. Aboriginal
people or elders should be
consulted if there is any
uncertainty of information.
 When discussing Aboriginal
culture and spirituality, respect
and sensitivity should be shown
 Welcome to Country MUST be
conducted by Aboriginal elder
or an Aboriginal person who has
received permission to conduct
the ceremony by an Aboriginal
elder

RESOURCES
MEDIUM AUTHOR, TITLE SOURCE
PRODUCER,
DEVELOPER,
ETC
Website Reconciliation Reconciliation https://www.reconciliation.org.au/about
Australia Australia
Video ABC Indigenous splash.abc.net.au/home#!/media/525907/
perspective on indigenous-perspective-on-sustiainability
sustainability

Adapted from APAC091 | Seasons and Aboriginal practices | © Department of Education, WA, 2011
 TEACHING AND LEARNING STRATEGIES
TEACHING RESOURCES:
 Paper
 Pens
 Clipboards
 School or personal cameras

PREPARATION:
 Organise Welcome to Country ceremony and appropriate payment
 Organise permission to enter Torndirrup National Park
 Organise transport to Torndirrup National Park
 Organise and collect permission slips for students to go on field trip
 Revise background knowledge via listening to video on the website below:
splash.abc.net.au/home#!/media/525907/indigenous-perspective-on-sustiainability
 Read over Guide 2: Relationships in the physical environment from Original APAC
lesson
 Print off student copies of Resource 2: Aboriginal Acknowledgement Worksheet
and Resource 1: Identification Worksheet
IMPLEMENTATION:
 Transport students to Torndirrup National Park
 Introduce identification activity
-Today we will be exploring the Torndirrup National Park. Our first activity
involves students taking photos of plant and animal species within the National
Park
 Hand- out resource 1: Identification Worksheet and camera’s
-Allow students a specific amount of time to collect photos of the listed flora and
fauna.
-Students are to return to a meeting point after a period of time
 Collect Identification Worksheet
 Introduce Aboriginal speaker or elder to the class
 Before the Aboriginal guest speaker begins they will conduct an organised
Welcome to Country ceremony for students
 Students will listen to Aboriginal elder talk about indigenous knowledge of Feather
Leafed Banksia and Aboriginal involvement in the Feather Leafed Banksia
Recovery Plan
 Discuss reconciliation and Welcome to Country ceremony
-What is Reconciliation?
*Reconciliation is about bring Aboriginal and Non-Aboriginal people together to
form unity
*Reconciliation is also about forming equality and justice.
*Reconciliation promotes and facilitates building relationships, respect and trust
between Aboriginal and Non-Aboriginal People
-How does Reconciliation occur?
*Reconciliation occurs through shared experiences, acknowledging and learning
Aboriginal and Torres Strait Islander histories, cultures and identity.
-What is the purpose of a Welcome to Country ceremony?

Adapted from APAC091 | Seasons and Aboriginal practices | © Department of Education, WA, 2011
 *To_welcome_visitors_onto_traditional_Aboriginal_country_and_grant_them_safe
passage
Who can conduct a Welcome to Country ceremony?
* A WTC ceremony can only be conducted by an Aboriginal elder from that
particular part of country or an Aboriginal person that has received permission from
an Aboriginal elder to welcome visitors to their land
 Complete Aboriginal Acknowledgement Worksheet
-Hand out resource 2: Aboriginal Acknowledgement Worksheet
-Student should collaborate whilst completing this worksheet, however each student
must complete a worksheet

FOLLOW UP LESSON:
 During the next lesson we will be looking at:
-Identifying differences between species
-Bush tucker

ASSESSMENT:
 Monitor student’s participation in observing interactions between living organisms
 Collect and mark food web diagrams and identification worksheet to evaluate if
students can correctly draw a food web/chain and identify living organisms that
make up a food chain
 Monitor student participation and responses in discussion to evaluate if students can
define and describe Welcome to Country Ceremony
 Identify threats impacting the Feather Leaved Banksia and strategies being
implemented to help Feather Leaved Banksia
 Collect and mark Aboriginal Acknowledgement Worksheet to assess if students can
describe reconciliation and identify how the Feather Leafed Banksia related to
reconciliation

Adapted from APAC091 | Seasons and Aboriginal practices | © Department of Education, WA, 2011
Resource 1: Identification Worksheet
Name: ___________________________________________
Date:____________________________
Search for these living organisms and take a photo of them.
 Albany Banksia  Honey eater

 Feather-leaved Banksia  Western Rosella

 Black Cockatoo

 Woolly-bush

 Blue Tinsel Lily

Adapted from APAC091 | Seasons and Aboriginal practices | © Department of Education, WA, 2011
Resource 2: Aboriginal Acknowledgement Worksheet
Name:____________________________________________________
Date:_______________________________

CURRENT STATUS
Banksia brownii was declared as Rare Flora under the Western Australian Wildlife
Conservation Act 1950 in November 1980 and is currently ranked as Critically Endangered
(CR) in Western Australia under World Conservation Union (IUCN, 2001) Red List criterion.
Banksia brownii is listed as Endangered under the Commonwealth Environment Protection
and Biodiversity Conservation Act 1999 (EPBC Act).

THREATS
 Phytophthora cinnamomi infestation: Extreme susceptibility to Phytophthora
cinnamomi is the main single threat to the persistence of Banksia brownii populations.
 Inappropriate fire regimes
 Land fragmentation
 Climate change

ABORIGINAL ROLE OR INTEREST

Role and interests of Indigenous people Involvement of the Indigenous community is being
sought through the advice of the Department of Indigenous Affairs to determine whether
there are any issues or interests identified in the plan. A search of the Department of
Indigenous Affairs Aboriginal Heritage Sites Register has revealed that the registered site
Kojaneerup (S01409) occurs in close proximity to Banksia brownii population 16. Where no
role is identified for the Indigenous community associated with this species in the
development of the recovery plan, opportunities may exist through cultural interpretation and
awareness of the species. Indigenous involvement in the implementation of recovery actions
will be encouraged.

RECOVERY ACTIONS
1. Coordinate recovery actions 5. Further develop and implement a fire
2. Continue, and increase where appropriate management strategy
phosphite application to extant populations
11. Promote awareness
8. Survey for suitable translocation sites for
6. Continue seed collections for long-term
northern and southern forms and write a
conservation
Translocation Proposal
12. Obtain biological and ecological information
3. Continue hygiene practices
7. Extract seed from cones already collected and
9. Conduct further surveys
stored
4. Monitor populations
13. Map habitat critical to the survival of the
10. Liaise with stakeholders species in the DEC Threatened Flora Seed Centre

Adapted from APAC091 | Seasons and Aboriginal practices | © Department of Education, WA, 2011
14. Review the need for a full Recovery Plan and
prepare if necessary

Access FULL Feather Leaved Banksia brownie recovery plan online here:
www.environment.gov.au/resource/feather-leaved-banksia-banksia-brownii-recovery-plan

List the threat to the feather leaved banksia?









Which of these threats are human caused?

How does this plan form reconciliation?

Which 3 recovery actions do you believe will be most successful? Why?

Adapted from APAC091 | Seasons and Aboriginal practices | © Department of Education, WA, 2011