YEARS K–6 IDEAS FOR THE CLASSROOM
Incorporating Indigenous Culture into a Science Lesson
By Nicolette Wheaton
coinciding with the breeding season of emus, when female emus
chase the males. This indicates that emu eggs are then available
as a resource. In June and July the legs of the Emu in the Sky
can no longer be seen, so it appears to be nesting. At this time
male emus are brooding. The eggs will then be starting to contain
chicks, but will sometimes still be collected for food. Beyond this
time, between August and September, the Emu in the Sky is
far more difficult to see; there remains only an egg shape. This
indicates to the Kamilaroi people that emu eggs are no longer
available as a resource.
In 2014 I completed a Teacher’s Premier’s Scholarship to collect
resources on how to teach Indigenous perspectives within
the Science curriculum. I observed lessons right through from
Primary to University levels, which involved First Nations and
Metis undergraduate teachers developing activities to immerse
their students in traditional knowledge, history and cultural
understanding. I also had the opportunity to be immersed in First
Nations and Metis culture myself. The Education Department in
Saskatchewan, Canada, had employed 'Knowledge Keepers' to
assist teachers to bring Indigenous cultural knowledge, history and
experience to their classrooms. They taught alongside teachers,
with the aim of providing all teachers with the confidence to deliver
Indigenous content on their own in future. I asked an academic
at the University of Saskatchewan about the risks involved with
certain cultural sensitivities being taught inappropriately by non-
Indigenous teachers, and it was his opinion that it would be better
for teachers to do something rather than nothing when it comes
to ensuring inclusion of cultural knowledge in their lessons. It is
still an issue that I ponder over again and again. I do accept his
point, but obtaining local knowledge and assistance, wherever
possible, is always going to be more appropriate, relevant and
valued.
The “Emu in the Sky” Lesson:
Time: 90 minutes
Outcomes:
Stage 4 – SC4 7WS, SC4 12ES, SC4 13ES
Stage 3 – ST3 10ES-S
Stage 2 – ST2-10ES-S
Materials: (all sourced from the “Reject Shop” or similar)
• Very small take-away coffee mugs with lids;
I had a unique opportunity of working with an amazing team of
primary school teachers at Mary MacKillop Catholic College in
Highfields, near Toowoomba, aiming to enrich Science lessons.
With the assistance of Kim McCoster I had the opportunity to
develop and implement a lesson that incorporated Aboriginal
cultural knowledge, history and culture from the local region. I am
going to share this lesson below, with the hope that others might
feel confident to modify it for their own students. The following is a
lesson we completed with Year 4, but it should also be adaptable
so to become relevant to other Stages as well.
• Pins;
• Skewers;
• LED battery-powered tea light candle;
• Lap-top;
• Stellarium (available free online);
• Projector or screen to show YouTube clip.
Emu in the Sky Preparation:
The 'Emu in the Sky' can be seen as the darker components of
the Milky Way Galaxy. It combines traditional cultural stories and
knowledge. The appearance and position of the Emu in the Sky
aligns with the breeding season of Emus, and indicates when
emus and their eggs can be utilised as a resource. In April
and May the entire Emu is visible, appearing as if it is running, 1. Download Stellarium onto your computer; the downloaded
version has more options than using the app. It can be
downloaded free from the internet, whereas there is a small
charge for the app. Have a play around with Stellarium, such
that you get used to altering brightness and contrast, and
changing the atmosphere settings etc.
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SCIENCE EDUCATIONAL NEWS VOL 68 NO 4