Language where appropriate, and the teacher extends the discussion. Revise kinship terms and new words by asking who might own each artefact Sharing: students tell their family about life long, long ago Assessment: observation, quizzes, role-play, contribution to class discussions, written work, oral presentation (delete those not applicable) Topic 2: The Life of Aboriginal People Overview Suggested Student Activities Insert words and grammar in target Language Comments/resources for the Language Team and Aboriginal Teacher Greeting routine See Topic 1. Farewell routine See Topic 1 Revision The teacher holds up images or toys, eg a wombat, and the students have to call out it name in Language. Aboriginal people, Language and culture Explain the relationship between Aboriginal people, their Language and culture, and the land Tell a story about life long ago, using Language where possible. Students colour in or create a classroom poster about life long ago, with appropriate Language words Discuss bush tucker, eg who collected it; what the students have collected in the past, etc and, if possible, walk around collecting different vegetable foods Camp: Water: Fire: Country: My camp: My water: My fire: My country: There is a common misconception that only men hunted and women gathered foods. Women also hunted certain animals, and men also gathered certain food. Life then and now Students brainstorm things that would differ then and now in relation to lifestyle and food, using Language where appropriate Dingo pup: Emu chick: Red kangaroo joey: Kookaburra: Koala: Grey Kangaroo (male): No TV, cars, electronic games, fast food etc Different foods, etc
Using pictures, compare the lifestyle of Aboriginal people living in the bush to those living near the sea in the distant past. Use this to revise known words. Teacher produces a set of pictures to compare life today with life long ago. Students decide where they might have lived. Students draw a picture of the foods the family might have eaten long, long ago and today in different locations and in different seasons, labelling each one. Game – using the pictures of food, ask students to name the food in Language and ask if they would eat each one. (use kangaroo typical in your country) Emu: Goanna (brown sand): Wombat: Eel: Freshwater crayfish (yabbie): Blackfish: Frog (small): Mussel (river): Magpie: Mountain duck: Wood duck: Blue mountain parrot: Eastern rosella parrot: Malleeparrot: l Pelican: Meat food: Vegetable food: Wild rhubarb: Yam (like a radish): Wild currant: Will you eat this? Yes, I will eat it. No, I won’t eat it. Language Use Game – the teacher mimes an action and students call out the word in Language. You are sitting: You are standing: You are speaking: You are jumping: You are sleeping: You are laughing: You are running: You are walking: You are swimming: You are eating: Use the instructional words Men, women and culture Invite a male community member to talk about, and teach, an appropriate song (and/or dance) for boys and a female community member to talk about, and teach, an appropriate song (and/or dance) for girls. Students learn the song in Language Song words Community and caring for others Invite a community member to talk about the importance of caring for the land and their family Sharing: students teach their family one of the