Resource 3: Exploring Indigenous Ecological Knowledge and the sky case studies

Seven Sisters (Stars: the Pleiades)

Whale Migration

Dingo Breeding

The Torres Strait (Stars: Baidam the Shark)

Harvesting of Yams

Turtle Mating

Shark Mating

Informs when to plant bananas, sugar cane and sweet potato

Tiwi Islands (Moon: Kulama)

Harvesting of Yams

Yolngu (Stars: Djurrpun (Arcturus) & Scorpius)

Harvesting of räkay (Lotus lily nuts) Djurrpun (Arcturus)

Abundance of Sea Cucumber (Scorpius)

Boorong & Wergaia (Stars: Neilloan (Vega) & Marpeankurrk (Arcturus))

Mallee Fowl Breeding Cycle (Boorong- Neilloan)

Abundance of Larvae Bittur (Wergaia- Marpeankurrk)

Multimodal exploration and discussion

Students can engage with the provided clips/videos and texts related to the case studies. Following this, they can undertake group discussions to share their observations and thoughts. Guided questions can help students reflect on the cultural and scientific aspects presented in the texts.

Visual representations

Students can create visual representations of the celestial object/event from a case study. This can include drawing, painting, building 3D models using various materials or creating animations. They can also create star maps that illustrate the position and movement of the celestial object/event throughout the period of time (if relevant). Students can provide the information that is relevant to each stage and possibly annotate their visual representations.

Research and presentation

Students can conduct research on the case study and its significance in Indigenous cultures. They can use provided fact sheets, texts, and online resources to gather information. The findings can be presented through PowerPoint presentations, posters, or digital storytelling, allowing students to practice their research and presentation skills.

Writing

Students can engage in various writing activities to deepen their understanding of the case studies and the significance.

Reflective Writing: Students can write reflective pieces about what they have learned from the case study. This can include personal reflections on how their understanding of the night sky has changed, as well as the cultural significance of the celestial object/event.

Discussion Piece: Students can write a discussion piece on the importance of integrating Indigenous Knowledge into modern scientific education, exploring how these perspectives can enrich their understanding of astronomy.

Information Report: Students can write an information report on the case study, detailing its significance in Indigenous cultures, its appearance in the night sky, and how it changes throughout the year/period of time.

Persuasive Writing: Students can write a persuasive essay arguing for the inclusion of Indigenous astronomical knowledge in the school curriculum, presenting reasons and evidence to support their viewpoint.

Night-time event

If possible, organise a night sky observation session where students can try to locate star maps. Seek guidance from an Astronomical Society such as the Astronomical Society of Victoria or local astronomer/educator familiar with Indigenous astronomy.

Use the Night sky observation task provided. This could also be completed by students at home with their families.

Excursion

If possible, organise an excursion to a planetarium.

Science investigations

Students can take a stance on the hypothesis and then undertake various experiments and research activities to collect data. They will analyse and collate their findings, which can be shared through reports, presentations, or infographics.

Possible statements that could be investigated and suggested experiments/engagements related to the case studies:

1. Plants and animals rely on the moon’s cycle/phases for their survival

- Observe the phases of the moon and note any changes in local plant and animal life.

- Conduct experiments to test the influence of moonlight on plant growth (e.g., growing plants under artificial moonlight).

- Research Indigenous Ecological Knowledge regarding the Moon’s influence.

2. Celestial objects can predict environmental changes and affect living organisms

- Study various celestial objects (e.g., phases of the Moon, positions of constellations) and their significance in predicting environmental changes.

- Conduct observations and experiments to track environmental changes (e.g., plant blooming, animal activity) during different celestial events.

3. The position of the Seven sisters (Pleiades) affects the behaviour of marine animals or living things

- Research the Pleiades star cluster and its significance in Indigenous cultures, especially in relation to marine life such as whale migrations.

- Observe the position of the Pleiades in the night sky over several weeks or through a star gazing App if possible.

4. The moon's phases influence the behaviour of land and marine animals

- Research the phases of the moon and their significance in Indigenous Ecological Knowledge.

- Conduct observations of the moon’s phases over several weeks or use a star gazing App.

Share findings: Students can share their findings (report, presentation, video, infographic, etc.)