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Home/Curriculum resources/Groundwater/Indigenous knowledge informing contemporary water resource issues

Subject:

Science

Year level:

Level 10

Suggested timing:

3-4 lessons

Misery Island Coastline, Misery Island, Palawa country.

Indigenous knowledge informing contemporary water resource issues

This activity is a part of the Groundwater resource.

Misery Island Coastline, Misery Island, Palawa country. Tiffany Garvie. Source: Ngarrngga. © Tiffany Garvie 2023. Used under licence

Students will work in small, collaborative groups to select a contemporary issue for further research and use classroom resources to investigate how Aboriginal and Torres Strait Islander Peoples’ traditional ecological knowledge is being used to inform identification, management or resolution of the issue.

Suggested timing

3-4 lessons

  • Lesson 1: brainstorm, discussion and selection of issue for research

  • Lesson 2: student research

  • Lesson 3: presentation preparation

  • Lesson 4: presentations and discussion.

Required resources

  • Laptop/tablet with internet access

  • Research resources

  • Presentation software 

Step by step guide

Step 1: Brainstorming and discussion

The teacher could facilitate a classroom brainstorming activity using contemporary issues affecting groundwater resources (either from those listed within the Case studies tab or an issue pertinent to the local community) and manage a classroom discussion to build understanding of the water resource issues. 

Step 2: Research in small groups

Students work in small, collaborative groups to select a contemporary issue for further research and use classroom resources to investigate how Aboriginal and Torres Strait Islander Peoples’ traditional ecological knowledge is being used to inform identification, management or resolution of the issue.

Students can use the suggested resources provided below as a starting point for their research and use a research template (Example: https://leanconstructionblog.com/An-A3-Template-for-Lean-Research.html) to collect information about the chosen issue. 

Possible resources for classroom use: 

Step 5: Create a multimodal presentation

Students collate the information from their research and develop a multimodal group presentation to communicate the scientific ideas and information to the class. 

Step 6: Research presentation

Students present their research to the class.

Compare the similarities and differences of traditional ecological knowledge that are being used to inform such contemporary issues. This builds understanding of the commonalities and diversities of Aboriginal and Torres Strait Islander Peoples’ knowledge and application of contemporary water management. 

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