Gumbaynggirr

Dreaming Stage 1/2

English/Science Unit

Kate Booth, Stephanie Devereux, Uncle Mark Flanders

NSW Parks and Wildlife Service and Aboriginal Education
Officer Aunty Glenda Perkins - Tyalla Public School, Coffs
Harbour 2016
Background introduction modified from Aboriginal Culture
S1 Unit (NA)

Objective B
Use language to shape and make meaning according to
purpose, audience and context.
Stage 1 Speaking and Listening 2
EN1-6B Recognises a range of purposes & audiences for spoken
language & recognises organisational patterns & features of
predictable spoken texts
Develop & apply contextual knowledge
understand that spoken, visual and written forms of language
are different modes of communication with different features
and their use varies according to the audience,
purpose, context and cultural background (ACELA1460)
make connections between different methods of
communication, eg Standard Australian English, Aboriginal
English, home language, sign language and body language
Respond to & compose texts
rehearse and deliver short presentations on familiar and new
topics (ACELY1667)
demonstrate active listening behaviours and respond
appropriately to class discussions
Stage 2 -Speaking and Listening 2
EN2-6B identifies the effect of purpose and audience on spoken
texts, distinguishes between different forms of English and
identifies organisational patterns and features
Develop & apply contextual knowledge
make connections between Standard Australian English and
different methods of communication, including home
language, sign language and body language
understand that Standard Australian English is one of many
social dialects used in Australia, and that while it originated in
England it has been influenced by many other languages
(ACELA1487)
understand that languages have different written and visual
communication systems, different oral traditions and
different ways of constructing meaning (ACELA1475)
Respond to & compose texts
plan and deliver short presentations, providing some key
details in logical sequence (ACELY1677)
enhance presentations by using some basic oral presentation
strategies, eg using notes as prompts, volume and change in
emphasis
STAGE 1 ENGLISH OUTCOMES
Objective C
Think in ways that are imaginative,
creative, interpretive and critical.
Stage 1
Thinking Imaginatively & Creatively
EN1-10C Thinks imaginatively and creatively about
familiar topics, ideas and texts when responding to
and composing texts.
Engage personally with texts
respond to a wide range of texts through
discussing, writing and representing
Develop and apply contextual knowledge
identify and compare the imaginative
language used by composers
Understand and apply knowledge of language
forms and features
identify creative language features
in imaginative texts that enhance
enjoyment, eg illustrations, repetition
Respond to and compose texts
use creative and imaginative features in role-
play and drama
recognise the place of ancestral beings in
Aboriginal and Torres Strait Islander
Dreaming stories
Stage 2
Thinking Imaginatively & Creatively
EN2-10C thinks imaginatively, creatively and
interpretively about information, ideas and texts when
responding to and composing texts
Engage personally with texts
share responses to a range of texts and
identify features which increase reader
enjoyment
Develop and apply contextual knowledge
identify and analyse the different
organisational patterns and features to
engage their audience
Understand and apply knowledge of language
forms and features
identify creative language features in
imaginative, informative and persuasive
texts that contribute to engagement
Respond to and compose texts
create literary texts that explore students'
own experiences and imagining
(ACELT1607)
use visual representations, including those
digitally produced, to represent ideas,
experience and information for
Objective D
Express themselves and their
relationships with others and their
world.
Stage 1 Expressing Themselves
EN1-11D Responds to and composes a range of
texts about familiar aspects of the world and their
own experiences.
Engage personally with texts
recognise and begin to understand that
their own experience helps shape their
responses to and enjoyment of texts
Develop and apply contextual knowledge
respond to texts drawn from a range of
cultures and experiences (ACELY1655)
Understand and apply knowledge of language
forms and features
discuss aspects of imaginative texts such
as setting and dialogue, making
connections with students' own
experiences
Respond to and compose text
discuss the place of Dreaming stories in
Aboriginal and Torres Strait Islander life
identify, explore and discuss symbols of
Aboriginal and Torres Strait Islander
culture and recognise recurring
characters, settings and themes in
Dreaming stories
Stage 2 Expressing Themselves
EN2-11D responds to and composes a range of
texts that express viewpoints of the world similar to
and different from their own
Engage personally with texts
recognise how aspects of
personal perspective influence responses
to texts
Develop and apply contextual knowledge
discuss how people from different times
and cultures may respond differently to
characters, actions and events in texts
recognise the ways that stories depict
Australians who are significant at a local
and community level
Objective E
Learn and reflect on their learning
through their study of English.
Stage 1 Reflecting on Learning
EN1-12E Identifies and discusses aspects of
their own and others learning.
Develop and apply contextual knowledge
recognise and begin to understand
that there are different ways of
learning in English
Understand and apply knowledge of
language forms and features
discuss some of the ways that story
can be reflected in a variety of media,
eg film, music and dance
Stage 1 Reflecting on Learning
EN2-12E recognises and uses an increasing range
of strategies to reflect on their own and others
learning
Develop and apply contextual knowledge
recognise how own texts can be
influenced by a rich text environment
Understand and apply knowledge of language
forms and features
appreciate how the reader or viewer can
enjoy a range of literary experiences
through texts
SCIENCE OUTCOMES
Stage 1
ST1.11LW describes ways that different places in
the environment provide for the needs of living
things
Living things have a variety of external features.
(ACSSU017)
use a range of methods, including
fieldwork, to identify plants or animals
in their local area
Living things grow, change and have offspring
similar to themselves. (ACSSU030)
compare the appearance of adult living
things with their offspring, eg trees,
insects, birds, reptiles, cats or humans
Stage 1 Writing & Representing 2
EN1-7B Identifies how language use in their own writing differs
according to their purpose, audience and subject matter.
Develop & apply contextual knowledge
identify the audience of imaginative, informative and
persuasive texts (ACELY1668)
Understand & apply knowledge of language forms and features
understand that different types of texts have identifiable text
structures and language features that help the text serve its
purpose (ACELA1447, ACELA1463)
compare different kinds of images in narrative and
informative texts and discuss how they contribute to meaning
(ACELA1453)
Respond to & compose text
draw on personal experience and feelings as subject matter to
compose imaginative and other texts for different purposes
compose and review written and visual texts for different
purposes and audiences
discuss the characters and settings of different texts and
explore how language is used to present these features in
different ways (ACELT1584, ACELT1591)
make inferences about character motives, actions, qualities
and characteristics when responding to texts
Stage 2 Writing & Representing 2
EN2-7B identifies and uses language forms and features in their own
writing appropriate to a range of purposes, audiences and contexts
Develop & apply contextual knowledge
identify and analyse the purpose and audience of imaginative,
informative and persuasive texts
understand how characters, actions and events in imaginative
texts can engage the reader or viewer
Understand & apply knowledge of language forms and features
use images in imaginative, informative and persuasive texts to
enhance meaning
understand how audience and purpose influence the choice of
vocabulary
Respond to & compose text
discuss how texts, including their own, are adjusted to appeal
to different audiences, how texts develop the subject matter
and how they serve a wide variety of purposes
compare and review written and visual texts for different
purposes and audiences
different purposes and audiences
Respond to and compose texts
respond to a range of texts, eg through role-
consider and discuss ideas drawn from
play or drama, for pleasure and enjoyment,
their world and the worlds of their texts
and express thoughtful conclusions about
compose a variety of texts, eg simple
those texts poetry, that include aspects of home and
local community life
respond to and appreciate how Dreaming
stories form part of an oral tradition for
Aboriginal and Torres Strait Islander
peoples
Living things live in different places where their
needs are met. (ACSSU211)
observe the different places in a local
land or aquatic environment where
living things can be found, eg a
schoolyard, pond, beach or bush
explore the needs of a plant or an
animal in its environment
describe how some different places in
a local land or aquatic environment
provide for the needs of the animals or
plants that live there
observe and record ways people use
science knowledge and skills in their
daily lives to care for living things, such
as gardeners, farmers or pet carers
Stage 2
ST2-11LW describes ways that science knowledge
helps people understand the effect of their
actions on the environment and on the survival of
living things
Living things can be grouped on the basis of
observable features and can be distinguished
from non-living things. (ACSSU044)
research ways that Aboriginal and
Torres Strait Islander peoples classify
some plants or animals
identify some features of living things
that distinguish them from non-living
things, eg reproducing, growing and
responding to stimuli
Living things have life cycles. (ACSSU072)
observe first-hand one animal or plant
as it grows and develops, and
sequence the stages in its life cycle
identify ways that the environment
can affect the life cycle of plants and
animals
Living things, including plants and animals,
depend on each other and the environment to
survive. (ACSSU073)
identify some factors in the local
environment that are needed by plants
and animals for survival
investigate the role of living things in a
habitat, eg plants as producers and
microbes (micro-organisms) as
decomposers
gather information about some
relationships between living things, eg
predator-prey, competitors and
mutually beneficial relationships
Stage : 1/2 Term: 2 Weeks: 8-9

Dreaming Stories and impact of feral animals on Indigenous Identity and Culture.
Key Concept:
Giidany Miirlarl told by Uncle Mark Flanders (sound file)
Text set: Fox Margaret Wild & Ron Brooks
Sams Bush Journey Sally Morgan
Local Mid North Coast Dreamtime Stories Oral retellings by Podcast, Class Teacher and Aboriginal
Education Officer.
Soundcloud Audio Files: https://soundcloud.com/user-541530976

Rookery Roundabout Part 1 - Teacher Resource Kit NSW National Parks and Wildlife Service, 2009.
Key Resources: http://www.environment.nsw.gov.au/resources/education/20100159RookeryBookletB.pdf
Rookery Roundabout 2 Life Cycle:
http://www.environment.nsw.gov.au/resources/education/2010RookeryPart2FlipCards.pdf
iPad Apps:

Field guide to Pest animals of Australia

Feral Scan Pest Mapping

Food Web

Revisit Reflect Retell (RRR)Time-tested strategies for teaching reading comprehension by Linda
Hoyt
Leaf Litter by Rachel Tonkin http://www.youblisher.com/p/724971-Leaf-Litter-by-Rachel-Tonkin/

To develop deeper understanding about Aboriginal Culture in Coffs Harbour and the importance of
Focus: Dreaming Stories in relation to the local area, beliefs, environment and living things.

Mouse Trap, Continuum data, Observations, Conferencing, Discussion, Information Report Project,
Assessment:
Oral presentation
 Teaching/Learning Activities Resources
Background - Dreamtime Making Connections: Giidany Miirlarl Recording
Stories and Gumbayngirr
Language Teachers can introduce students to the concept of stories through reference to their own lives:
Have students brainstorm to list stories they know. As they are given, the teacher can list them
in categories: fairy tales, Bible or Koran stories, stories from television or books or films, personal family
stories, other types. The main point to establish is: all students know some
stories; they are part of their lives. Muttonbird Island or
Who tells stories? Ask students to identify different ways they receive these stories. They may Giidany Mirer, as the
be by the written word, the spoken or sung word, by pictures. Ask students to identify two of each that they local Gumbaynggirr
know about.
people named it, is said
Now ask what the message or meaning or purpose of some of these stories is. For example, students might
to be associated with a
decide that a story is to teach them some proper way of behaving; or just to entertain; or to warn or scare
Dreamtime Story of the
children so they do not do dangerous things; or to explain the origins of something.
Introduce Dreamtime Stories and explain what Dreaming is. moon falling into the
sea. In traditional
Making Connections: times, only male Elders
Discuss Dreamtime and how important it is to Aboriginal people. would wade out onto the
Aboriginal stories may exist to: island, where a huge
1. teach young people about natural events moon-man guardian kept
2. warn them about dangers the muttonbirds on the
3. explain relationships and identity island for the people to
4. teach them about the traditional lore (See Glossary) collect food.

KWL- Whole class activity what do you know about Muttonbird and want to know KWL Chart ( Appendix)
Listen to Soundcloud recording of Giidany Miirlarl by local Elder Uncle Mark. A4 paper folded to make booklet
Class discussion: Does this story sound familiar? Why? Does anyone identify a connection to our school Aunty Glenda AEO
(School Mural) and location (Muttonbird Island)? Gumbaynggirr Language
Written retell of recording - Visualise the events, draw them in sequence. Retell the story based on their Teacher Video
pictures in a small book. Note: As an alternative you can have students complete The Guardian of Giiday https://open.abc.net.au/explore/1
Miirlarl Rookery Roundabout p6. 12354
Observation- Students look at school mural and discuss the colours, imagery, lines, techniques, perspectives. Gumbaynggirr Dictionary
Complete worksheet - Can you see any animals? List them.
Gumbaynggirr language sound
Read other dreamtime stories.
files
Aunty Glenda Language phonics lesson.
http://www.abc.net.au/local/st
Watch Gumbaynggirr Language Teacher Video first. ories/2010/07/02/2943206.ht
Children explore Gumbaynggirr language sounds i.e. ii, rr, u, Learn a simple song in Gumbaynggirr eg Heads, m
shoulders , Knees and Toes or alternative song.
 Writing- Model the construction of sentences using Gumbaynggirr dictionary (Glossary). Students construct
their own sentences using dictionary, write meanings below and illustrate.
Independent Writing- Pretend you are one of the animals that live on Muttonbird Island and write about
what you do at night? Focus paragraph writing Year 2/3

Setting the Scene Where is Muttonbird Island? Why is it a Nature Reserve? Google Earth
Giidayn Miiral / Map of area (Google Maps)
Muttonbird Island *Nature Reserves :Nature reserves are reserved under the NPW Act to protect and conserve areas Flyover YouTube
containing outstanding, unique or representative ecosystems, species, communities or https://www.youtube.com/wa
natural phenomena. tch?v=HlsQKb_KZGI&list=PL1-
oX6csYNI6f8hSEwHTkMRqNQi9
Introduce students to Muttonbird Island via maps, Google EpNSX&index=3
DVD- Watch Giidayn Miirral and Boonyoon Miirral- Whole class Activity- Active Listening- Write or Draw one Muttonbird Island SW watch
piece information from video to contribute to discussion. What it is? When were ceremonies held? How is it till 2.38min
significant to the Aboriginal people? Is the site protected and who is it protected by? What is the future? https://www.youtube.com/wa
What is located at the base of the island? What were they used for? What are men and woman called? What tch?v=mHNc9KuT1OA&index=
were the berries used for? What were the Muttonbirds used for? Stop video at 8.17 2&list=PL1-
Whole class collaborates to discuss and complete Activity Sheet Where the land meets the sea p3 Rookery oX6csYNI6f8hSEwHTkMRqNQi9
Roundabout. EpNSX
Personal Narrative- Visualise the walk up Muttonbird Island, brainstorm as a class. Recount a time you walked
Muttonbird Island. How you felt? What did you see? How did it smell?
Rookery Roundabout 1
Descriptive Writing- Watch you tube clip Flyover. Brainstorm what does Muttonbird look like, where is it
located
Maths Task
Complete Mapping around Muttonbird activity p4 (MA1.16MG, MA2.17MG)
CAPA TASK : Using Google Earth, create a 3D representation of the text setting by looking at the fly view of
Muttonbird Island, art and other sacred sites in and around area. clay, shoe boxes, paint
Art- Muttonbird Island Draw a black and white picture of Muttonbird and surrounding areas.
Shearwaters and their The Wedge-Tailed Shearwater: Fact Sheet http://www.environment.nsw.gov.au/animals/Shearwaters.htm Rulers
threats Birds on Muttonbird Island p17 Rookery Roundabout Calendar
Google Earth ( Philippines to Coffs)
Students knee to knee - What they believe WT Shearwaters look, smell, and sound like? Students complete Releasing Muttonbirds
part one of worksheet, Draw a Wedge-Tailed Shearwater. Listen to the description of the Shearwater (p19) https://www.youtube.com/watch?
and draw a response in box 2, glue a picture of a Shearwater in the third box. v=xt6VL5DpmRs&index=1&list=PL1
Labelling Activity A Wedge-tailed Shearwater p20 (Rookery Roundabout). Label the bird, and then match -
the body part to the description. oX6csYNI6f8hSEwHTkMRqNQi9EpN
Listen to ABC Podcast of Windang (Kauyanggang" (Kanyangang)) Island Creation Story and/until professor SX
finishes talking about chicks returning 3 years later to original nest. Discuss and list main ideas on IWB. ABC Podcast Windang Island
Maths- Google Earth- Measure migratory distance flown from Philippines to Coffs Harbour (Students select Creation Story
correct measuring unit, cm, m, km) http://mpegmedia.abc.net.au/rn/p
Watch Dr Leisure Video Diaries Shearwater Chick Hatching to Maturity1, 30, 113 days odcast/2016/02/otk_20160227.mp
https://www.youtube.com/playlist?list=PL17F25AEF780C3417 3
Flipcards Sequencing activity handout- In reading groups- page 23- 26. ( Rookery Roundabout Part 2)
Create a student key word dictionary based on topic words related to Shearwaters description, lifecycle and Rookery Roundabout 2
habitat(Pg 179- RRR)
What is a Rookery Roundabout- Students add text, using keyword dictionaries to describe the stages in the
breeding lifecycle. Page 22
Listen to Shearwaters https://soundcloud.com/user-541530976
Creative Writing: Imagine you are a shearwater chick emerging from your egg. What does it feel like in your
egg? It warm and safe in the egg, how do you crack the shell and what do you hear as you emerge? (Photo:
Glossary) *Focus Grade 2/3 Paragraph writing

Information Texts- House Mouse (2016 biggest threat to Shearwater population on Muttonbird Island)

Newspaper article- Modelled Reading- Mice in Coffs to get a nasty shock. Pest Animals app
Appendix
Discuss and summarise the main points of the article. Information about mice on
Muttonbird Island
Whole class Activity- Airplay Pest Animals app to SMART Board. Select Mammals and locate Mouse and
explore their biology (incredibly prolific breeders) and control methods. Students will draw main ideas
Mouse info sheet and task
presented in the information. ( Sketch to stretch pg 148 RRR)
handout
Whole class Activity Brainstorm the impact that house mice have on Muttonbird Island (they caused erosion
of burrows, eat eggs and hatchlings; very fussy eaters so rat traps have not been as effective in reducing their
Assessment Task
numbers). Create a class fact sheet. How do the National Parks manage the House Mouse? (See Appendix)
Homework Task: Recycled material humane mouse trap: Mouse info sheet and task handout.
Creative Arts- Create a 2D display of the underground burrow using different textures and mediums.
http://www.coffscoastadvocate.com.au/news/rodent-bating-is-under-way-on-muttonbird-island/860037/
Main Idea: Introduction Feral Pest Introduction Fox by Margaret Wild
of feral animals and European Red Fox
impact on local native View Teacher PPT - Discussion foxes, brainstorm information and clarify any student misunderstandings about
flora/fauna and foxes. Key Word Strategy - Students record two key words of interest on a sticky note to be added to whole
significant sites of the class chart. Whole class reorders the words in sequence to summarise information. (pg 130 RRR) Modelled
Traditional Landowners. Writing- A re-tell to summarise.
Read Fox by Margaret Wild Focus Habitat and Feral Pests
Discussion- Why are we reading Fox? (Feral animal/pest). Is there a feral animal in the book? If so, which one?
Their world is changed by the arrival of Fox, an introduced species to the continent.
How do the characters come together? Where has Fox come from? Aboriginal concept of On Country Off
Country (Country definition see glossary) Discussion - Fox is Off Country Where is Foxs country? (European The Shape of Text to Come Jon
Red Fox) Callow
Character Study- Fox. How is Fox represented? Photocopy a class set of Pg 10 and 11 in colour. Engage
students in the authors use of visual literacy to create and add to meaning in the text. Discussion with
students on the strategies used to create meanings in the text. Discuss Angles, Gaze, Shot Distance, use of
colour. (See further examples Page 112- 115 The Shape of Text to Come Jon Callow).
Character Hot seat in pairs- (RRR) - Page 41. Students talk about their character and their role in the story.
Group together to list the words that describe the character and their behaviour in the book. Feral or Friend? Unit 1 Activity
Art- Fox art Percussion instruments-indigenous
Writing- Why do you think the book is called Fox? Do you think Fox is a good character, justify your reason? instruments (parent?)
Write an ending where Fox is trying to help Magpie? Students write a prequel page- Where has Fox come
from? What has he eaten? Does he have a den? Everlasting Swamp hidden camera:
https://www.flickr.com/photos/91
Discuss the relationships of the main characters. Is Fox a friend of Dingo and Magpie? Why? Why not? 07737@N07/albums/72157646462
P11 & 13 the author writes And at night his smell seems to fill the cave- smell of rage and envy and 715284/page1
loneliness. He belongs nowhere, she says. He loves no one. What do you think this means? Knee to Knee
discussions then share discussion with class.
Create a sound collage using percussion instruments and movement to express the changing relationships in
the book.
Discuss the creation of a break wall in 1924 for locals to access Muttonbird Island. This also allowed cats and
foxes to access the island. What do you think was the impact to the Shearwaters? Show the Fox Newspaper
Article http://www.coffscoastadvocate.com.au/news/apn-muttonbird-no-go/7520/ http://www.pestales.org.au/lesson
http://www.coffscoastadvocate.com.au/news/apn-outfoxed-in-muttonbird/7526/ plans/foodthought.htm
Fact or Fib- about Foxes (Page 184 RRR)
Feral or Friend? Pest Tales task http://www.pestales.org.au/lessonplans/feralfriend.htm Students complete
only the first three questions of Feral or Friend rabbit activity sheet. Students might hold different
perspectives regarding rabbits (pet, pest, food).
Modelled writing- Persuasive Text- Foxes should/should not be baited in Coffs Harbour?
Excursion Muttonbird Island Rookery Roundabout with Uncle Mark Flanders To be Planned

Main Idea- Aboriginal Discussion- Using only the cover (front and back) and title, ask students to discuss what they think this story
Totems and the threat is about.
imposed on them Writing- By only viewing the front and back cover, ask students to write a description of what they see.
Discussion- Who are the shadowy figures in the illustrations?
Using only the cover images, draw and list all the things that are natural. What do you notice? Do the animals
look familiar? Do the trees and anything else look familiar? Where could this book be set?
Read book
Retell the story through a Story Circle
Making Connections- Sams likes/dislikes of bush and students eg mossie bites.
What is the main theme? Discussion with students. How it is vital to inherit and appreciate the knowledge
passed down from our ancestors.
Activity- I remember (page 25 RRR) Reread the story. Complete activity. What were the things that Sam
remembered his Nanna had told him about the bush.
Drama game- All children find a space by themselves. As a tambourine is shaken they become an animal or
character from the book and freeze when the tambourine stops playing. When teacher taps them on
shoulder they say which character they are and then they can relax.
Landscapes- Look at the different aspects of the landscapes in the story.
Write a description of the Waterhole or a story of what Sam and his Nanna might do at the waterhole.
Write about a time that you have been on a bushwalk. Describe a time that you felt lost or by yourself, what
did you do?
Art- Choose a landscape in the local area, photograph and illustrate using the same style and colour as the
illustrator.
Comparison Dreamtime Stories - Read Powerpoint Ridjy Diji Botjirr List the similarities and differences
What is a Totem? http://www.australianstogether.org.au/stories/detail/indigenous-spirituality
Totemic spiritual associations relate to every plant and animal within the surrounding natural environment.
Every family has a totem, which connects them to their existence. Totem sites are sacred and should not be
interfered with (only family groups have information about their particular totem site and information regarding
these places would not be divulged unless the site was under the immediate threat of development). Birth sites
are closely associated with totem sites. A persons place of birth is connected with their dreaming and as such is
considered significant. Source:Aboriginal Cultural Heritage Values on the North Coast and within the Upper Clarence R.Heron,
B.Walker & T. Moody
Discussion of what a totem is and how people get their totems. Read Gumbaynggirr Totems p2 to class. Gumbaynggirr Totems p2
Identify and list the Totems in the Story- eg stringy bark, butterfly
Making Connections- Totems- Wallaby (Gaabi- Aunty Glendas Totem)
The Gaabi a threatened species.
http://www.environment.nsw.gov.au/threatenedSpeciesApp/cmaSearchResults.aspx?SubCmaId=118
Yarn Up- Visit from Aboriginal Elders to informally talk, topics Totems , growing up, stories.
Class Yarn Ups- Growing up, stories.
Food Web and Food Students present information learnt as an Investigations- (pg 210 RRR)- Interesting facts, Food, Habitat,
Chain Physical Characteristics. Muttonbird Island Food Web
Scientists use graphical techniques called food chains or food webs to show the flow of food in the handout
ecosystem. Note*They are different as a food web shows that an animal could have more than one arrow
leading into it or away from it. The arrows in a food web/chain always point back to the animal that is doing
the consuming.
Read Leaf Litter and discuss the images and what is happening (transfer of energy). Look at the fungi and role
of worms, insects (decomposers) etc.
Food Chain Pest Tales Unit 2 Activities Students investigate a simple food chain and the impact of the fox
on the Eastern Quoll population in Tasmania Key Words producers, consumers, decomposers, tertiary
producer (feral animal/omnivore).
Students create a food web (using handout cards) showing the food/energy relationships of a shearwater,
fox, mouse, rat, blue-tongue lizard, insect, plant, bird, worms, sun soil water.
Glossary:
*Muttonbird Island Plan of Management: http://www.environment.nsw.gov.au/resources/planmanagement/final/MuttonbirdNR.pdf

Lore

Practice implications: The Law and the Lore

The laws

The Aboriginal peoples of Australia had a complex system of law long before the establishment of
British law in Australia, their system of law is often referred to as traditional law, and on this web site
it is also referred to as "the lore", however rules of law and norms of politically appropriate behaviour
were probably not distinguished (Meggitt, 1962).
There were no formal courts under traditional law, instead problems regarding traditional law were
handled by elders - the oldest people in the community.

Effects

Elders are important people in Aboriginal communities - they have important roles in how the
community works and how the community relates with those outside the community, including
government departments and service providers.
Elders are respected in the community.
Some elders are the traditional owners of the land.
Some elders are acknowledged elders.

Sourced from: ATSI http://www.workingwithatsi.info/content/PI_laws.htm

Country: A term used by Aboriginal people to refer to the land to which they belong and their place of Dreaming. Aboriginal language usage of the word country
is much broader than standard English. - See more at: http://australianmuseum.net.au/glossary-indigenous-australia-terms#sthash.wtGh0n0p.dpuf
KWL Chart

Know Want to Know Learned

Gumbaynggirr Dictionary Daagan - white northern.

Giinagay - hello. Muluurr - red or blood.

Yaam darruy ngiina gaduyaygu - It's good to meet you. Garlugun - one.

Ngiinda darruy - Are you well? Bularri - two.

Ngaya yaam darruy - I am fine. Guga - three (gugaamgan is emu).

Giinagay and yaarri yarraang - hello and goodbye. Daan - four (daan.gi is talons).

Miiimi - mother. Marla - five (hand).

Baaba - father. Jugu - six.

Gagu - brother. Duwa - seven.

Jiinda - sister. Janya - eight (short for octupus).

Ngayan - sun; Giidany - moon. Wagaa - nine.

Ngaya yaam naaraway - I am sorry. Ngaal - ten.

Niirum - cold; Wiigun - hot. Muluny - platypus.

Ngaya yaam niirumay - I am cold. Nunguu - kangaroo.

Guuru - black. Yamaarr - fish (eatable).

Garaaban - white. Jiibiny - bird.

Waanyji - dog. Maagunaygam - the feasting.

Dunggiirr - koala. Maagun - feast.

Yugiirr - dolphin. Gilingal - new.

Gaagal - ocean and beach; Bindarray - river; Juluum - Jalumgal - old.

mountain; Waluurr - valley.
Jaaningga - Wattle
Yuraal - tucker or food; Biyamba - eat; Ngambii - drink.
Yulun.ga - Sally Wattle
Ngaya - I; Ngiinda - you; Ngiyaa - we.
Gunayjin.ga - Fine Leaf Wattle
Miil - eye; jalaany - mouth; maarla - hand; ngaalgan - ear;
ngaari - leg; baga baga - knee. Niirum - Cold

Ngiina nyaagu gangaagirr diiragarri - see you later, Jalingarr - Morning

alligator.
Jalingada Niirum - Morning cold
Galimbin - hat.
Daalgay - Song
Miilambin - glasses.
Daalgiya - Sing
Jagana - shoe.
Daalgili - Singing - continuous singing like at a Corroboree
Yiiliwiyay - dancing.
Ngaya yaam daalgiyay - I am singing
Wwagay - fire.
Minya minya - How many things?
Wajaarr is land and marrall is earth.
Warru warru - How many people?
Gaywa wunba - festival.
Warru - Person
Bijaarr - Name Yurruun - Long

Nganyundi Bijaarr - My Name Jarligam - Short

Nginundi Bijaarr - Your Name Jaraan - Frog

Nganyundi Bijaarr Garyga - My Name is Gary Yamaan - Creek

Nginundi Bijaarr Lizga - Your Name is Liz Yaam darruy ngiina nyaagaygu - It's nice to see you

Barrway - Large Yaam darruy nginumbala gayigu - It's good to speak with
you
Junuy - Small or Child
House Mice
Impact May damage plants/soil, eat eggs and small chicks.

Management Baiting of mice along break wall and on the island has assisted in control of numbers.
A new vertical tube trap targets introduced rats and mice.

Copyright Rookery roundabout part 1 NSW National parks