Alexandria Park Community School acknowledges Dharug country and the Cadigal people in this Eora place and recognises the knowledge and authority of Traditional Custodians past and present.
This unit of work is experiential. It immerses students in local Aboriginal content to facilitate student-led research and reporting towards improved comprehension of text and stage-level writing skills.
Aboriginal Education Outcomes
THE EORA WEATHER UNIT
- Establishes a positive framework for teaching and learning from Aboriginal perspectives.
- Identifies common ground for Indigenous and non-Indigenous knowledge.
- Provides building blocks for knowledge transference across key learning areas.
- Creates opportunities to promote and publish student work.
- Reinforces the value of writing practice.
Deep knowledge, authentic learning, and connectedness
Report 1: All about me
The information for this product is based on students’ existing knowledge and provides an opportunity to focus on literacy development, specifically, spelling, sentence structure and punctuation. It operates as a pre-test of writing capacity.
Report 2: Beaufort wind scale
The information for this product is provided in text and chart. Students report back the core topic data with attention to sequence, tense and audience. Charting the wind speed provides new data to report.
Report 3: Eora seasons
Students have practised sentence structure, sequence and tense. The tasks of this product require students to:
- interpret new information in context of existing knowledge
- expand on information with individual research
- present information to an audience
- publish their work.
Text Type: Information Report
Scaffold and Pre-test
|Title||All About Me|
|General Description||This is a report about what I like.|
|Facts||I like school.
I like sport.
I like the beach.
I like strawberries.
I like creating animations on my computer.
|Summary||There are lots of things I like.|
The Beaufort wind scale
Up until about 150 years ago, most ships relied on the wind to make them move. Sailors needed to know what the wind was like so they would know which sails to put up. If it had too many sails up, the ship would blow over. If it had too few sails up, the ship would not be able to reach its best speed. Unfortunately, there were no standard descriptions of wind strengths. Then, in 1805, Sir Francis Beaufort made a scale to describe what the sea looked like when the wind was at different strengths. He did this mainly by describing how high the waves were. A similar scale was later made for use on land. This is what many weather watchers use today.
Reading the Beaufort scale
The Beaufort scale tries to make it easy to describe wind strength accurately. Each strength has a number, a description and a wind speed. There are also a few words to describe what the user can see, which help in choosing the correct number on the scale. The wind speed is given in kilometres per hour (kph) and miles per hour (mph) for weather forecasts, but for ships and aircraft it is given in knots. One knot is equal to 1.85 kph or 1.15 mph.
The Beaufort wind scale indicators
|Number & Description||Features||Air Speed kph (mph)|
|0 calm||Smoke rises vertically; water smooth||Less than 1 (Less than 1)|
|1 light air||smoke shows wind direction; water ruffled||1-5 (1-3)|
|2 light breeze||Leaves rustle; wind felt on face||6-11 (4-7)|
|3 gentle breeze||loose paper blows around||12-19 (8-12)|
|4 moderate breeze||branches sway||20-29 (13-18)|
|5 fresh breeze||small trees sway; leaves blown off||30-39 (19-24)|
|6 strong breeze||whistling in telephone lines||40-50 (25-31)|
|7 near gale||large trees sway||51-61 (32-38)|
|9 strong gale||branches break from trees||75-87 (47-54)|
|10 storm||trees uprooted; weak buildings collapse||88-102 (55-63)|
|11 violent storms||widespread damage||103-116 (64-72)|
|12 hurricane||widespread structural damage||above 116 (above 72)|
Click here for a comprehension exercise related to the Beaufort Wind Scale.
Sampling the knowledge and applying it in context
Report 2: The Beaufort wind scale
- observe the wind daily
- use the Beaufort wind scale to estimate wind speed
- identify the relationship between wind speeds and weather
- predict wind speed by weather
- record predictions.
Report 3: Eora Seasons.
- learn about the D’harawal calendar seasons and events
- learn about local bush tucker and medicine in season
- locate, collect and sample the tucker
- report on their findings.
Eora Weather Report: selecting text
|General Description||This is a report about Autumn in Sydney.|
|Facts||The Autumn months are March, April and May. The weather is wet and becoming cooler. Bana Murra’Yung is the Aboriginal name for Autumn in D’harawal language. In Autumn Lillipilli fruits ripen. Tiger quolls seek mates.|
|Summary||Aboriginal people have their own calendar of seasons and know all about Autumn tucker.|
Developing sentences, sequence and tense.
|General Description||This is a report about Bana Murra’Yung, the Eora season of Autumn.|
|Facts||In March, April and May the weather becomes cooler in Sydney. In traditional Eora society, it was a time to begin making warm kangaroo skin cloaks for the coming winter. Tiger quolls gather and mate throughout Autumn. Lilli pillis are a bush fruit and they ripen from late summer and all through Autumn. Eora people knew all about weather and where to find bush tucker in the different seasons.|
|Summary||There are different ways of thinking about the seasons.|
Building the field with research: students investigate aspects of a season.
|General Description||An Eora Autumn.|
|Facts||In early spring, the baby tiger quolls will be ready to leave their mothers’ pouches…
There are different types of lilli pillis in the Sydney area. Some are sweet and some are sour. They are all high in vitamin C…
In Autumn, humpback whales pass Sydney on their way to northern breeding grounds…
Emus lay their eggs in Autumn…
It’s Bana’Murra’Yung: what’s in our garden?
Much of Sydney’s bush tucker is common to all southern coastal regions from the mountains to the sea.
- consider (imagine, configure, transpose, compare) pre-invasion life in the context of place and the relationships between people and land
- develop an understanding of traditional social roles and an awareness of the deep and interconnected Eora knowledge base around weather cycles and sources of food.
Extension: students research hunting and fishing technologies, local tucker of the season and some of the ways it is prepared and eaten.