Fox Song, A STUDY OF CYCLES IN LIFE: An Integrated Curriculum Unit: Grades 4/5

A STUDY OF CYCLES IN LIFE built around the picture story book

"FOX SONG" by Joseph Bruchac and Paul Morin

Please note: These units are designed for educators who have some experience in Integrating Curriculum and in Collaborative/Cooperative Learning. For those who are starting along this learning path we would be very happy to recommend resources which may be able to assist you further.

This unit may be used according to the needs of the teacher and class for between a six week and 12 month period. The unit is designed not to be sequential, but so that you can choose areas of interest and appropriateness.

First published 1997 Š Julie Boyd, Australia.

Email: Website: LinkedIn:

jboydedu@gmail.com www.julieboyd.com.au http://www.linkedin.com/in/julieboydedu

ISBN:

1-876153 105

Published simultaneously in Australia, New Zealand and the United States of America.

Distributed in the United States by: Global Learning Communities 1500 West El Camino, Suite 325 Sacramento, CA 95833

All rights reserved.

No part of this publication may be reproduced in any form, including electronic transmission or copying, photocopying or other means, without prior written permission from the publisher.

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CONTENTS Foreward • Introducing Integrated Curriculum for Mindful Learning • Learning Links

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Section 1 A UNIT OVERVIEW and INTRODUCTION: • SETTING THE SCENE • CONCEPTUAL LINKS • NATIONAL CURRICULUM FRAMEWORK LINKS

Page 7 Page 9 Page 9

Section 2 STRUCTURE OF THE UNIT • THE STORY - 'Fox Song'.

• ADAPTING the STORY for YOUR UNIT. • QUESTIONS TO STIMULATE THINKING • STRUCTURING YOUR LEARNING EXPERIENCES. • ESSENTIAL & OPTIONAL LEARNING. • STRUCTURING THE LEARNING ENVIRONMENT. • CONTENT AND CITIZENSHIP LINKS.

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Section 3 IMPLEMENTING THE UNIT: • GETTING STARTED. • STEP 1 - CAPTURING STUDENT INTEREST • STEP 2 - CYCLES IN FAMILIES • STEP 3 - CYCLES IN PLANTS • STEP 4 - SUSTAINABLE USE OF CYCLES • STEP 5 - CYCLES AFFECTING GROWTH • STEP 6 - CYCLES, CHAINS & WEBS • STEP 7 - PERFORMANCE OF MOST WORTH

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REFERENCES

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APPENDIX 1 and 2 APPENDIX 3 and 4 APPENDIX 5 APPENDIX 6 and 7 APPENDIX 8 and 9 Other Global Learning Communities Publications

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INTRODUCING INTEGRATED CURRICULUM FOR MINDFUL LEARNING The challenge for teachers now and in the future is going to be to create co-ordinated and integrated learning opportunities for students. As we learn more about the process of learning, and use this to integrate our responses to a rapidly changing world, teaching is becoming a process of facilitation of effective learning rather than simply the transmission of accepted, imposed, compartmentalized curriculum.

Over the past decade, every country has undergone massive changes in curriculum organization- from imposed, rigid syllabi to learning frameworks based on a more conceptual approach to learning. This has necessitated a move toward more interactive classrooms, which in turn has significantly changed the role of the teacher. This must inevitably impact on assessment, and thus reporting, procedures.

At Global Learning Communities we believe that successful learning and development requires a purposeful approach to learning, facilitated by teachers who have strong philosophical, theoretical and principle-centered bases. These educators work to create a powerful alignment between the learning environment, an integrated approach to conceptually based learning in interactive classrooms, and an approach to assessment in which the individual ultimately learns to assess and challenge themselves. We envision a coherent curriculum that would do justice to the integrity of each subject and also bring each to bear on all the others in a way that reflects an integrated, as opposed to compartmentalized, approach to real life.

To achieve this we have developed a framework for school change, and a range of services designed to assist educators and schools in their individual and collective on-going learning process

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The Uniqueness of the Global Learning Communities approach to Interdisciplinary Curriculum includes: A. A conceptual learning basis based on key ideas and questions; focused on the learner, based on inquiry, questioning and experiential learning through participation in story.

B. An emphasis on the processes of learning, as well as student retention and use of knowledge which seeks to develop student understanding.

C. The incorporation of the most powerful learnings from the best researchers and advocate leaders in the field. These include Kieran Egan’s storyform (based on living within story), Susan Kovalik’s Integrated Thematic Instruction (based on brain-based learning), Renate and Geoffrey Caine’s focus on making connections and brain-based learning, Edward Clark’s circular matrix based on questioning, James Bean’s and Garth Boomer’s approach to negotiated curriculum, Briggs’ Problem-Based Learning, Lilian Katz’s project approach, Pigden’s use of process subjects as the focus for integration and Heidi Hayes Jacob’s emphasis on maintaining the integrity of the disciplines within an integrated context.

D. GLC’s Integrated Curriculum with Integrity (ICI) framework aligns a conceptually based curriculum with interactive, experiential and cooperative learning, a range of learning styles, extended thinking and problemsolving, and numerous other strategies found to enhance learning effectively.

E. All units incorporate local, Australian National and International Curriculum Frameworks and include references to specific subject area disciplines of maths, language arts, social studies, science, technology and design, and the visual and perfoming arts.

F. GLC’s ICI framework provides strategies to aid the teacher in facilitating on-going, multiple forms of assessment. Each unit describes ideas for monitoring and documenting student learning growth as well as ideas for ‘performances of most worth’ that could be used for summative authentic assessment.

G. The units are developed around grade clusters, so that they may be used in muti-age classrooms and easily adapted to preceeding and successive grade levels. They are designed to be developmentally appropriate, while still being both flexible and adaptable.

H. Each unit contains a matrix which outlines the major conceptual areas of the unit content, as well as key questions the students will study, debate or dialogue, problem-solve, research, develop projects about and/or become involved in relevant community action. Units are presented in such a way that the teachers and students can together ‘peel back’ layer after layer and go deeper into the process of learning.

I. Most importantly, each unit has as an overriding focus, the development of young learners as competent, considerate and positively contributing local and global citizens who: * respect and care for self and others * participate in and contribute responsibly to society * sustain learning throughout their lives * Are competent personally, socially, economically, ecologically, culturally and morally.

LEARNING LINKS. BAND A Topics suggested for the early years of schooling (prep-yr3), introduces children to a sense of personal place within the world. Children learn to see themselves as social beings existing within complex and inter-connected environments. They are introduced to principles underlying the formation and operation of these groups and environments. They begin to understand their place in the inter-connected web of life.

Children are led to the following understandings. * A sense of self (personal identity) * A sense of others * A sense of place * An understanding of the tolls with which we make sense of our world (senses, communication etc) * An understanding that living, learning and play spaces create environments. * A sense of order in life (cycles, stages, rules, ecological principles etc) * An understanding that certain things are essential of life (water, air, energy) * An understanding that people cluster in groups and groups make societies (social structures, customs, mores etc) * An understanding that societies are governed by economics and politics. * An understanding that people within societies are classified consumers or producers etc. * A sense of balance in life (work/play, contribution/personal gain).

BAND B During the upper primary school years (grades 4-6), students deepen their understanding of their place on earth, the structures and principles that ensure balance and sustainable existence and their roles and responsibilities in maintaining the balance. They look inside systems and organisms to gain an understanding of how things work. They begin to develop an understanding of Australia’s unique identity, Australia’s position globally, and earth’s position universally.

Children are initially led to the following understandings. * How plants and animals grow and survive * An in-depth exploration of one essential property for life (water) * Human and natural impacts on earth * How to live in partnership with our environment * The unique nature of Australia’s biodiversity * Australia’s beginning as a nation

Children then deepen their perspectives by moving toward the following understandings. * The layers of life (microscopic worlds, substructures of chemicals etc) * The layers within environments (ecosystems, zones, climatic regions, adaptation, survival, population control) * The layers within society (belief systems, governments, social structures) * An in-depth exploration of one essential property of life (energy) * Earth’s place in the universe (space)

BAND C By early secondary school years (grades 7-9), students need to become actively involved as participating citizens, contributing to the improvement of their environments (school, community etc). They gain an understanding of how to be socially active, of how society functions, is reproduced and transformed. They begin to think globally of Australia’s place within the world and the global effects of things like resource use, economics, climate etc.

Students are led to the following understandings. * How societies and citizens are socially constructed. * The construction of an Australian identity and its global impact * The importance of ethics, social justice etc in patterning for a sustainable world * The need to address conservation and earth science issues if we are to preserve our planet

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* Seeing humans as unique yet part of a finely inter-connected system of life * The elements essential to sustain life on earth * The global significance of resource use, climate, energy use, pollution, logging etc * An understanding of earth as a structure (geology, structure of minerals and chemicals etc) * Our place in space * The importance of science and the scientific method to the evolution and understanding of our world

Section 1 A UNIT OVERVIEW and INTRODUCTION: SETTING THE SCENE "Fox Song" is a unit about cycles in life, ecosystems and interconnection, written for National Curriculum Band A, Levels 2/3 (Lower Primary), with a grade 3 focus. The concept of fluctuating cycles is one of the basic principles of ecology and closely interwoven with the principle of interdependence.

An ecosystem is made up of living things interacting with each other and with the non living parts of their surroundings. The study of ecosystems is called ecology. All members of an ecosystem are interconnected in a complex web of relationships. This is called interdependence. The system as a whole depends on the individual parts as much as the individual parts gain integrity from being part of the system.

The unit has been based on the delightful picture storybook called "Fox Song," written by Joseph Bruchac and illustrated by Paul Morin (Philomel Books, NY, 1993). Because picture books go out of print so quickly, the story has been summarised and the unit structured such that students can create their own images and story from the author's basic elements.

Joseph Bruchac is descended from the Abenaki Peoples of Northern America. Much of the Native Wisdom handed down to him by his grandparents and great grandparents appears in the book. As with many indigenous peoples, Native Americans are in tune with the rhythm of life, the cycles which have no beginning and no end, represented by a timeless and encompassing circle.

Black Elk, of the Oglala Sioux, writes in the poetic style for which Native Americans are renowned: 'You have noticed that everything an Indian does is in a circle, and that is because the Power of the World always works in circles, and everything tries to be round… The sky is round, and I have heard that the earth is round like a ball, and so are the stars. The wind, in its greatest power, whirls. Birds make their nests in circles, for theirs is the same religion as ours…. Even the seasons form a great circle in their changing, and always come back again to where they were. The life of a man is a circle from childhood to childhood, and so it is in everything where power moves.'

Interdependence among members of an ecosystem involve the exchange of information in continuous cycles. Because the cycles are all maintained in a flexible fluctuating state, they act as feedback loops, and by providing feedback they help maintain balance.

All ecological systems are powered by an external source of energy. Solar energy, transformed by photosynthesis in green plants, is the main source of energy for all living systems. This energy, transformed by humans into information, knowledge and action, creates the energy that drives social systems. Everything is interconnected.

The unit is intended to help children recognise that they are one interconnected part within all these interdependent cycles. Humans, as a species, do not stand outside the system, able to orchestrate the cycles for their own benefit. Children must learn to view themselves as equal members. Wolf Song, of the Abenaki People, writes: 'To honour and respect means to think of the land and the water and the plants and the animals who live here as having a right equal to our own to be here. We are not the supreme and all-knowing beings, living at the top of the pinnacle of evolution, but in fact we are members of the sacred hoop of life, along with the trees and rocks, the coyotes and the eagles and fish and toads, that each fulfils its purpose. They each perform their given task in the sacred hoop, and we have one, too.'

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And in The Basic Call of Consciousness, an Address to the Western World delivered by the Haudenausenee Elders in 1977, it is said: 'In the beginning we were told that the human beings who walk about on the Earth have been provided with all the things necessary for life. We were instructed to carry love for one another, and to show a great respect for all the beings of this Earth. We were shown that our well-being depends on the well-beings of the vegetable life, and that we are close relatives of the four-legged beings.'

'The people who are living on this planet need to break with the narrow concept of human liberation, and begin to see liberation as something that needs to be extended to the whole of the Natural World. What is needed is the liberation of all things that support life - the air, the waters, the trees - all the things which support the sacred web of life.'

Our own Australian Aboriginal Peoples, although not as poetic, write of the same understanding of belonging to the Earth, of being an integral part of the Circle of Life. Ownership of land in the European sense did not exist for Aboriginals. They were part of the living system because through their mythology they understood that their ancestors created the landscape and the life on it, including themselves, with each part playing a role in the maintenance of the whole dynamic world. The most important role that an individual human could play in this system was that of custodian of the common environment.

Geography and seasonality ruled Aboriginal lives through their effect on access and food supply.

Seasonal changes ushered in new foods. The Aboriginal seasonal calendar emphasises this point and the aboriginal landscape has been fully personalised. If you damage the land, you damage the people.

Bill Neidjie was born at Alawanydajawany on the East Alligator River in the mid 1920's. He is of the Bunitj clan. In his book, 'Australia's Kakadu Man' (Resource managers, Darwin, 1986), he writes of the Aboriginal relationship with Earth and their adherence to the laws that govern the basic elements of the Circle of Life.

'Those trees……

They grow and grow.

Every night they grow.

That grass…… no matter it burn.

When it drink, it grow again.

When you cut tree, it pump life away, all the same as blood in my are.

Earth…… same thing.

You brought up with earth, tree, water.

Water is your blood.

Water……

You can't go without water……'

This unit has many layers to it. It is a story about the importance of learning from the wisdom of past generations, from the wisdom of our indigenous people. It is an investigation of individual cycles essential in the web of life. It is a study that requires students to begin to see themselves as one small cog integral to the workings of a huge and complex clock called life. What we do to the land, we do to ourselves. What we do today, we will live with tomorrow. Oren Lyons, Faithkeeper for the Onondaga nation, writes: 'In our way of life… with every decision we make, we always keep in mind the Seventh Generation of children to come…. When we walk upon Mother Earth, we always put our feet carefully, because we know that the faces of future generations are looking up at us from beneath the ground. We never forget them.'

CONCEPTUAL LINKS This unit is a study of cycles of life, ecosystems and interdependencies and the conceptual understandings, important as learning outcomes are ecological in nature. The unit looks at individual cycles in Nature and the way these independent parts form a larger, interconnected web of life.

There are many conceptual understandings relevant to each part of the story.The concepts in this unit include the following: • • • • • • • • • • • • • • • • • • • • • •

there exists a large variety of plants and animals animals and plants respond in various ways to changes in their environment humans respond to changes in the environment and in the process, change the environment living things have form and structure change occurs within living and non-living things living things require nature seasonal changes can be seen in living things time and change can be expressed as a linear progression or cyclical recurrence change can be rapid or slow, predictable or unpredictable, intentional or unintentional change can impact on life experiences people in the past have tried to conserve social, political, economic and cultural aspects of their societies traditional ideas and values are important the inter dependence of natural and built environments affects people's experiences people and places interrelate in cycles, there is no beginning and no end cultural traditions provide for the spiritual hungers of people to know the interconnectedness of things people's beliefs inform their perspectives changes in one element in the natural world can directly or indirectly affect other elements elements of systems meet material needs of people interaction and change are the result of energy transfer between the objects or systems that are interacting the Earth is composed of materials that are altered by forces within and upon its surface living things change in an ordered way

NATIONAL CURRICULUM FRAMEWORK LINKS The National Curriculum statements in 8 areas of learning, provide a framework for curriculum development for school. Each of the key learning areas is divided into strands which reflect the major elements of learning for that area.

Strands are a way of reflecting understandings of a learning area's content, processes and concepts.

Within each strand 8 achievement levels have been developed. The levels are clustered into 4 bands to correspond to the stages of schooling: - lower primary, upper primary, junior secondary, and post compulsory. Bands are the broad stages in a sequence for developing knowledge, understandings and skills in a learning area.

Since the levels, strands and bands allow teachers to plan a layered scope and sequence of learning experiences catering for mixed ability classes, several levels and strands will appear in any one unit written to represent a particular band.

The chart included in this unit will itemise the strands and levels covered as well as the numbers of strands still to be covered to satisfy all the learning outcomes for any given key learning area in a band.

In this way teachers can monitor their own planning and assessment of both individual children and their own programs.

During the Upper Primary School Years, students deepen their understanding of their place on earth, the structures and principles that ensure balance and sustainable existence, and their roles and responsibilities in maintaining the balance. They begin to understand in some depth the layers within society and the environment.

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Section 2 STRUCTURE OF THE UNIT: THE STORY - "Fox Song" The unit is based on the picture book 'Fox Song' by Joseph Bruchac, and it would be helpful to have a copy of the book. However, this is not essential and a summary of the story is provided. The summary is organised in paragraphs that reflect specific pages in the book and focus on itemised ecological concepts.

PARAGRAPH 1 - (pages 1-4) - Interdependence, Partnership, Fluctuating Cycles.

Jamie is a young girl between the age of 9-12 who was still missing her Gramma Bowman after her recent death. When she was in her 90's, Great Grandma Bowman had gone to live with Jamie's family on the Winooski River in North America. Gramma Bowman was an Abenaki Indian and practised many of the traditional customs regarding care for the environment and respect for all things in Nature. It gave Jamie comfort to remember how her Gramma had explained death. 'My old Indian people told me that the leaves love to dance. But they can only do their best dancing when they are ready to give themselves to the wind. That is when they are old, they are the most beautiful then. They put on their best colours and then they dance.'

PARAGRAPH 2 - (pages 5-8) - Partnership, Fluctuating Cycles, Sustainability.

Up the slopes of nearby Fox Hill, Jamie and her Gramma Bowman would gather wild blackberries. Gramma Bowman told of how her people cared for the wild berries. They would burn off the dead bushes each year to stimulate strong new green growth.

PARAGRAPH 3 - (pages 9-12) - Energy flow, Partnership, Fluctuating Cycles.

Along the river was a grove of birch trees. Gramma Bowman took some tobacco from her pouch and placed it at the base of the tree saying 'Brother, we are going to take some of your clothing. We thank you for this piece of blanket'.

The Abenaki People call the birch Maskwa, the blanket tree. When using bark form the tree, the people take only what they need. They are careful not to stress the tree. From the bark they make baskets sewn together with spruce roots.

PARAGRAPH 4 - (pages 13-20) - Co-evolution, Partnership, Fluctuating Cycles.

Near the top of Fox Hill sits a maple grove, and in winter, when snow was on the ground, the syrup would be harvested. Helping each other get boots on for the trek, Gramma Bowman observes 'You see grand daughter, that is the way the circle of life goes. You take care of your children when they are little ones and when you get old, your children will take care of you’. Gramma Bowman told Jamie stories inspired by the animal tracks they sited in the woods. 'Old Owl, Kokohas, he dove down right there for Madegwas, the Rabbit,' Gramma said. 'You see his wing marks on the snow? But Rabbit, he was too quick'. It was in those woods that Gramma Bowman spotted evidence of her favourite animal, Wokwses the Fox.

PARAGRAPH 5 - (pages 21-26) - Interdependence, Partnership, Energy flow.

Before she dies, Gramma Bowman sat among the autumn leaves on Fox Hill and taught Jamie a traditional Abenaki welcoming song. It is said that by reaching out and including others through this song, you will never be alone.

It was while singing this song alone one day upon Fox Hill that Jamie caught sight of a fox and remembered Gramma Bowman. She was immediately connected in spirit, with the past and the present. She was at one with the living and the dead. this is the circle of life.

PARAGRAPH 6 - (conclusion) - Interdependence, Partnership, Fluctuating Cycles, Sustainability, Energy Flow, Co-evolution, Diversity.

Jamie knew that many of the things she thought were important, and things she cared about, were things Gramma Bowman had shared with her. The traditions handed on to her shaped the way she felt and behaved. This is the way of life. Jamie's life would be in tune with Nature because this was the way the Abenaki peoples. The cycle was never complete. It went on and on, with no beginning and no end, day after day, year after year, generation after generation. This is the circle of life.

ADAPTING THE STORY FOR YOUR OWN UNIT. 1) In ecology, there are several principles considered essential to the understanding of the structure and function of ecosystems. These include: • Interdependence • Sustainability • Diversity • Partnership • Co-evolution • Fluctuating cycles • Energy flow 2) Each paragraph of the summarised story corresponds to particular pages in the actual storybook, and these are listed in the summary. Each paragraph is used to illustrate one or more ecological principle, around which activities and/or investigations are centred. Definitions of each principle are provided (Capra, F., Cooper, C., & Clark, E., 1993, 'Guide to Ecoliteracy' available from the Global Learning Communities Clearing House)

ECOLOGICAL PRINCIPLES: a) Paragraph 1 - (pages 1-4): • INTERDEPENDENCE = all members of an ecosystem are interconnected in a complex web of relationships. The success of the system as a whole depends upon the success of each individual member or part, while simultaneously, the success of each member depends upon the success of the whole system.

• PARTNERSHIP = all living members of an ecosystem are engaged in subtle and dynamic interplay of competition and cooperation, involving countless forms of partnership.

• FLUCTUATING CYCLE = the interdependencies among the members of an ecosystem involve the exchange of information, ie. matter and energy, in continuous cycles. These cycles act as feedback loops maintaining the healthy balance required by the system. These cycles have a tendency to maintain themselves in a flexible, fluctuating state, providing various levels of tolerance in the dynamic interplay between stability and change.

b) Paragraph 2 - (pages 5-8): • SUSTAINABILITY = the long-term survival of any ecosystem depends on a limited resource base. These limited resources define the system's carrying capacity, ie. its ability to sustain itself indefinitely on the given resource.

• PARTNERSHIP. • FLUCTUATING CYCLE.

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c) Paragraph 3 - (pages 9-12): • ENERGY FLOW = all ecological systems are powered by an external source of energy. Solar Energy, transformed by the photosynthesis of green plants, is the ultimate source of energy for all living systems. Energy, transformed into information and knowledge by the human mind, powers all cultural systems.

• SUSTAINABILITY • PARTNERSHIP

d) Paragraph 4 - (pages 13-20): • COEVOLUTION = within an ecosystem species coevolve through an interplay of creation and mutual adaptation.

Ecosystems also coevolve with the larger systems of which they are part. In each case, the creative selection of novelty in response to the changes in its environment, is a fundamental property of life.

• PARTNERSHIP. • FLUCTUATING CYCLE.

e) Paragraph 5 - (pages 20-26): • INTERDEPENDENCE. • PARTNERSHIP. • ENERGY FLOW.

f) Paragraph 6 - (conclusion): • DIVERSITY = the successful maintenance and stability of an ecosystem or community depends substantially on the degree of complexity and diversity of its network of relationships. The greater diversity results in greater stability.

• INTERDEPENDENCE. • PARTNERSHIP. • FLUCTUATING CYCLE. • ENERGY FLOW. • SUSTAINABILITY. • CO-EVOLUTION.

QUESTIONS TO STIMULATE THINKING 1) In what ways do members of families and friends depend upon each other?

2) In what ways do people depend upon the environment?

3) In what ways do people and animals depend upon each other?

4) What are some ways that people living in groups depend upon one another?

5) Where is water found and what are its different forms?

6)How have different cultural groups have contributed to our way of life?

7) What effect have other cultures had on our life styles?

8) How can we can find out about changes in our families?

9) How is wind formed?

10) How can the energy wind generates be harnessed?

11) In what ways have we tried to change the climate?

12) How is the water table connected to evaporation or clouds or air pressure?

13) Why are food chains often associated with the 'domino effect' (i.e. if you push down one domino standing in a row, chances are the whole row topples)?

14) In what ways are photosynthesis, nitrogen and carbon cycles interconnected?

15) How does growth of plants or animals represent a never ending cycle?

16) In what ways are organisms in ecosystems linked by their feeding relationships?

17) How does the linking of food chains into food webs give ecosystems stability?

18) In what ways do individual parts of a system depend on the system as a whole?

19) In what ways does diversity provide stability of a system?

20) How do competition and cooperation blend to create partnerships?

21) What have adaptation and creation got to do with change, growth, development, learning etc?

22) How are cycles feedback loops that provide balance within a system?

STRUCTURING YOUR LEARNING EXPERIENCES 1) Young children respond positively to a wide range of learning experiences, i.e: • contracts • learning centres • group discussions • inquiry • problem solving • role play and drama

2) Young children also respond well to the stability of recognised structure, even if the actual learning experiences may reflect different styles. For this reason, we suggest using the same structure for each investigation or activity in this unit. The structure has predictable steps that children will soon recognise. a) TUNING IN: - Identify and define the issue or topic.

• generate interest • establish current knowledge • identify possible aspects for investigation

b) DECIDING DIRECTIONS: - Formulation of hypotheses or focus questions.

• choosing a focus • offering alternatives • identifying and refining questions

c) ORGANISING OURSELVES: - Organising the approach to the investigation. d) FINDING OUT: - Collecting data and developing understandings. e) SORTING OUT: - Processing and analysing data to refine issue.

• organising and presenting data • forming or modifying concepts through classification strategies • comparing and contrasting findings • discussing issues • evaluating

f) DRAWING CONCLUSIONS: - Communicate their understandings to others.

• interpret information • make informed generalisations • explain similarities and differences • establish connections • confirm, reject, modify hypotheses • reformulate questions and propositions

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• suggest solutions

g) CONSIDERING SOCIAL ACTION: - Identify action that could be an outcome from the inquiry.

• implement if appropriate

h) REFLECTING AND EVALUATION: 3) One activity in each step of the unit will be fully developed using this format. Other suggested activities will be simple framework suggestions and will require each teacher to develop them as he/she chooses.

ESSENTIAL & OPTIONAL LEARNING: 1) The unit is designed as a framework. From this teachers can develop either simple, or complex integrated units.

2) This booklet outlines one possible unit as an example of how to integrate learning through a story.

3) Learning experiences essential to this story will be outlined and labelled ESSENTIAL LEARNING.

4) Learning experiences seen as optional to this story will be listed as OPTIONAL LEARNING.

5) Conceptual links will be included with each component.

STRUCTURING THE LEARNING ENVIRONMENT: 1) Since your unit is centred around the unfolding, or telling of a central story, you have a variety of options available in terms of structuring the learning environment.

2) Since the story is fluid, you also have the flexibility to change the structure of the learning environment as the story develops.

3) It is recommended you use a variety of approaches: a) for the learning environment this could include: • students working in the classroom • students working outside the classroom • field trips to gather expert information • work with mentors in the classroom • other……… b) for approaches to learning, this could include: • instruction by an expert to whole class • small group investigations • individual research projects • whole class brainstorming and discussion • inquiry, explorations and investigations

• films, audio/visual materials • computers • other………

4) Since the unit tells a story, you have the option of allowing the students to become characters within the story. This is not essential but it is a powerful way to engage students imaginatively. Students could be in role for varying lengths of time and for a variety of purpose.

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Section 3: IMPLEMENTING THE UNIT: GETTING STARTED 1) Many learning experiences in the unit require students to work cooperatively in small groups.

2) Cooperative groups skills need to be taught and practised. Essential skills upon which to focus include: Paired activities: e.g.

Think-Pair-Share Think-Pair-Write-Share Think-Write-Pair-Share Other Cooperative activities may be found in books such as: * Cooperative Learning- Spencer Kagan, * Cooperative Learning For Little Ones-Maths- Lorna Curran * Cooperative Learning for Little Ones- Language Arts- Lorna Curran * A Part to Play- Nan Graves * Tribes- Jeanne Gibbs * Circles of Learning- David and Roger Johnson

3) Some essential steps will assist with preparing the classroom for this unit. a) Tell the students what you are doing with the small groups, and why. Students and teachers alike should understand the process. b) Plan some short, meaningful work in pairs to practice the five essential group skills. c) Introduce a range of group work, e.g.

• pair share • jig saw • round robin d) Limit the size of the groups to no more than 6 with 4 as the optimum number. e) Initially, keep the tasks short. Length of activities will increase once positive group skills are regularly exhibited and self-monitored.) Have the group agree upon a minimum of necessary class rules to assist efficient classroom operation, i.e.

• a universal call to order or zero noise signal • rule of rights and responsibilities g) Arrange the physical classroom setting to allow space for • small group clusters • whole group work • individual work h) Have students clear about expectations and about proposed ways of managing digressions and disruptions. Where possible, involve the class in the resolution process so that all students can feel ownership and belonging (a class parliament can help this process) i) Allow adequate time for reporting back to the whole group, reflecting and self evaluation.

STEP 1 - CAPTURING STUDENT INTEREST: CONCEPTUAL LINKS: • living things have form and structure • living things require nurture • seasonal changes can be seen in living things • traditional ideas and values are important • the interdependence of natural and built environments affects people's experiences • people and places interrelate • in cycles, there is no beginning and no end • elements of systems meet material needs of people

Start your unit with something BIG - something that will engage students imaginatively and effectively.

STORY MURAL - ESSENTIAL LEARNING 1) Read the complete summarised story of 'Fox Song' to the class. Explain to the class that they will work in groups to reproduce individual paragraphs as a mural.

2) Prior to this session, enlarge and separate each of the written summarised paragraphs. You may choose to add focus clues under each paragraph to help students understand the breadth of content.

3) SAMPLE ENLARGED PARAGRAPH Summary: Up the slopes of nearby Fox Hill, Jamie and Gramma Bowman would gather wild blackberries. Gramma Bowman told of how her people cared for the wild berries. They would burn off the dead bushes each year to stimulate strong new green growth.

Focus Clues: the focus of this paragraph is on: • relationships a) family, i.e.. granddaughter/grandmother b) people and the environment

• traditions a) rituals for caring for the earth b) practices to sustain the environment, i.e.. burning off the bush once a year to eradicate weeds and stimulate plant growth.

• growth cycles a) plants and seeds

• seasonal changes • rights and responsibilities a) stewards of the Earth

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4) Divide the class into 6 groups of 3-45 students, each group representing one paragraph. If you have more than 25 students in class, divide the paragraphs to create more groups since 4 is the optimum group size.

5) Hand out the enlarged paragraph summaries with focus clues. Have each group discuss and sketch ways of representing the paragraph as part of a large wall mural 6) Identify a wall in the classroom, or art room, library etc., where the mural could be displayed when completed. a) measure the space b) decide whether to: • have students work on one large connected piece of paper/material ( which would require adequate floor space or outside space to complete) • have each group work on individual section designs and compare so that the completed mural looks 'connected'.

7) Each group paints their mural section, adding characters, animals or details as they see fit. Each addition to the story must be justified or explained in writing.

8) Display the completed mural

9) Have each child individually write a short reflective piece of prose or poetry detailing the story and emotions represented in the mural.

10) If the picture storybook is available, share it with the students AFTER the mural is completed. Read the story, showing the illustrations. (This step is optional)

OTHER WAYS TO CAPTURE STUDENT INTEREST - OPTIONAL 1) If the picture storybook is available, read it to the class and invite students to act out each section of the story. Provide some simple props and costumes for this purpose.

2) Sit in a circle and share memories of lessons or stories grandparents have handed on, i.e. my grandmother taught me to knot and make scarves and keep warm in winter, or my grandpa taught me how to make fishing flies so I can catch fish if I am in the woods.

• after sharing circle read either the summarised story of 'Fox Song' or the original picture storybook.

• reflect on all the lessons Jamie learned from her Grandma Bowman

STEP 2 - CYCLES IN FAMILIES: CONCEPTUAL LINKS: • living things have form and structure • there is a large variety of plants and animals • animals and plants respond in various ways to changes in their environment • humans respond to changes in the environment and in the process, change the environment • change occurs within living and non-living things • living things require nature • seasonal changes can be see in living things • time and change can be expressed as a linear progression or cyclical recurrence • change can be rapid or slow, predictable or unpredictable, intentional or unintentional • change can impact on life experiences • traditional ideas and values are important • the interdependence of natural and built environments affects peoples' experiences • people and places interrelate • in cycles, there is no beginning and no end • living things change in an ordered way

INTRODUCTION: 1) Paragraph 1 of 'Fox Song' introduces the reader to a young part-Abenaki girl and the relationship she had with her great grandmother when she was still alive.

2) From the story, we are introduced to the concept of cycles - those that occur daily; cycles of life; seasonal changes; traditions being cycled form one generation to another.

3) As students take time to explore these concepts in depth and isolation, it will be the teacher's task to keep focusing the children back on the story. For example.

• All things are interconnected. Not only are Jamie and her Gramma Bowman connected through ancestry, Jamie is also connected to the whole Abenaki traditions, to the Earth, to the rituals practised that nurture Earth and build partnerships between people and Nature.

4) Throughout these activities, draw analogies between Jamie's story and the personal stories each student is beginning to explore.

SUNRISE TO SUNSET - Cycle of a Day - ESSENTIAL LEARNING 1) Tuning In: a) Hand to each child 2 pieces of flexible cardboard or recycled A-4 paper (approx. 20cm X 30cm). b) Using a centimetre ruler, measure 4 lines, one each side of the paper, 5.5cm in from the edge. c) Label the junctions and intersections as shown ( put a diagram on the board to assist). d) For measurement practise, have students measure the line segments. Identify as many as you feel necessary i.e.. AD, DB, AB, CA etc. e) Using a small pair of scissors, cut the line segments AB, DC, HG, FE.

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f) Fold the paper along lines IJ, KL, DA, and HE. g) By stapling, gluing or using sticking tape, tape the small flaps KBA, EFL, JGH, DCI to adjacent sides creating a box 10cm X 18.5 cm (approx). h) Take the second piece of paper and have the students decorate one side only. This could be constructed by the teacher as an additional pattern challenge of students simply asked to personalise the box with symbols and designs depicting family activities or events of significance to them. i) Turn the decorated page over and repeat the above box-making instruction (b-g), substituting 5cm instead of 5.5cm for the distance from edge to line (make sure students assemble the lid to the box with the pattern showing).

2) Deciding Direction: a) Sunrise is the first glimmer of what a day holds. It hints at the wealth of possibilities for new experiences.

Sunrise heralds the gift of another day. b) Sunset does not herald the end of the gift. It is the time to look back and reflect on all the gifts held for each of us. Sunset is the promise of new days; new gifts. c) Often, in our busy lives, we do not take time to explore the magnitude of these simple gifts placed before us daily. Children need to slow down and learn to focus. d) The box they have created is a focus tool. It will become the Keeper of the Daily Gift. Into the box each child will store all the things they consider gifts from the days they experience.

3) Organising Ourselves: a) By collecting memorabilia, drawing and writing about things that are special to them, children will store these memories in their Keeper of the Daily Gift Boxes.

4) Finding Out: a) Sit in a large circle with the whole class. This discussion time is to help children focus on sharing and recording things special to them in a day. Discuss the sort of things that might be special to a child over the course of a day. Each teacher should try to share one personal gift with the class. For example, I personally love to collect feathers as I walk. Each feather reminds me of birds I have seen, birds I would like to see, songs I have heard, colours etc. I could take to class enough small feathers from my collection to share with the children. I could invite them to place the feathers in their Keeper of the Daily Gift Boxes if receiving the feathers has become a special part of this day. b) List somewhere in class alternative ways of recording special memories (particularly of things too big for the boxes, or already past or intangible ( i.e.. feelings). Include audio tapes, photos, drawings, writing, memorabilia, artifacts etc. c) Have each student collect their own contents to their boxes. These items should be things you could see in one day. Students might find it helpful to make a list before beginning their collection. They may find it easier with partners assigned to help them focus and collect. d) Teachers can set time limits for this project based on each class dynamic. Make this clearly understood to the whole class.

5) Sorting Out: a) Mid-way through the assignment plan to meet and conference each child. b) Things to look for • children who have too many gifts to be realistically representative of one day • children who have difficulty visualising or conceptualising 'gifts' • children who are too limited in their outlook (i.e.. all the gifts are in the same vein) • other……

6) Drawing Conclusions: a) Once the boxes are complete, put their colourful lids in place and each child puts their box in the centre of the sharing circle. b) One by one students are asked to take a box, making sure it is not their own. c) Teachers must clearly set the scene.

• the boxes are treasures to be respected • the boxes are on loan

• the boxes are not to be damaged • this is a chance to look positively at others work

d) When each child has a box they may carefully open them and slowly, reflectively explore the contents • they are to find one gift that they found most special and share this with the whole class, explaining why it was special to them.

7) Considering Social Action: a) Issues may come out of this activity that raise questions or concerns. For example • some children may not have grandparents alive or close so the specialness of visiting the elderly may not be their experience • the class could consider a grandparents day or visiting grandparent program. b) Some children may have listed particular native flora or fauna as special to them, but know they are endangered or under threat • class could propose a conservation strategy. c) Other……

CYCLE OF LIFE - Birth and Death - ESSENTIAL LEARNING 1) Talk in class about cycles of birth and death. What do students know about the life spans of certain animals?

• insects • elephants • humans • snakes • dogs • others……

2) Beliefs and customs relating to death are often not openly discussed. Research in class • burial and funeral customs of different cultures • various religious beliefs regarding life after death.

3) Focus on the human cycle of life (refer to Appendix 5). Students could write stories that reflect on this cycle.

• there is a beginning - where life is nurtured inside the mother for 9 months • there is a middle - where life happens on Earth • there is an end - where life ceases on Earth.

4) Have students find out all they can about a relative who has died. The 'Relative Research Sheet' (appendix 8) may be helpful.

• using this information students make an illustrated time line of their relative's life • use long, thin strips of paper that can easily be rolled up, but can also be displayed as 'stripes' on a wall (approx. 15cm high) 5) Using the information gathered about a relative develop a short play or mime that achieves one of the following: • illustrates a particular event in the person's life • highlights a particular characteristic about the person • shows the kind of person they were • other……

6) Have students read a variety of books to do with birth, death and life cycles.

• refer to Appendix 5 - Response to Literature a) have students choose or select for them one oral and one written response to the book they have chosen to read • allow class time for a writers workshop. Children can complete their responses after group discussions and share them in class.

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7) Suitable reading list: • I'll Always Love You by Hans Wilhelm • Wilfrid Gordon McDonald Partridge by Mem Fox • Sadako and the Thousand Paper Cranes by Eleanor Coerr • Sophie by Mem Fox • Percy by Percy Dunn • The Dove Tree by Nan Hunt • Dear Mili by Wilhelm Grimm • Del Del by Victor Kelleher • Smudge by Jacqueline French • A Summer to Die by Lois Lowry • Charlotte's Web by E. B. White • Why Did He Die? by Audrey Harris • Storm Boy by Colin Thiele • The Painter and the Wild Swans by Claude Clement • Coming Home: A Dog's True Story by Ted Harriott • Nan Upstairs and Nana Downstairs by Tomie de Paola • A Sometimes River: The Story of a Kangaroo by Pam Blashki • Remembering Grandad: Facing up to Death by Gianni Padoan • Beginnings and Endings with Lifetimes in Between by Bryan Mellonie

8) Suitable customs are a real celebration of new life and the promise this life holds to contribute while alive on Earth. a) The Welcome: • Waiting for a baby is a lengthy process. For humans, we get 9 months to prepare for the arrival of a baby (refer to Appendix 1 - Human Life Cycle). After this time of waiting, the birth is a time of celebration.

• Different cultures have different customs to welcome a new baby. These customs are frequently religious in origin 1) Sikh families give the child something sweet to taste and recite the Mool Mantra. Water is sprinkled on the child as a sign of purity.

2) Muslims also give babies something sweet before a name-giving ceremony.

3) Hindus wash a new baby and then write a special word - AUM or OM - on its tongue with a golden pen dipped in honey. AUM stands for the name of three important Hindu gods.

4) Western cultures will often have a party to welcome the child.

• Have students ask their families what happened when they were born - was there a party? Was there a religious celebration?

b) Belonging: • Belonging to a religious community is like being part of a large family. Most religious groups have special gathering places where people share and belong.

1) Jews go to a synagogue 2) Hindus and Buddhists go to temples 3) Christians go to church 4) Muslims go to mosques.

• Children have a sense of belonging to their families in the homes they share.

• Some cultures or religions have quite particular ceremonies to show belong 1) Australian aborigines and some other indigenous peoples practice initiation rites to welcome children into adulthood 2) Jewish boys are circumcised at birth to show they belong 3) Christian babies are baptized to welcome them into the church community • In sharing circle encourage children to share the ways they know they belong - i.e. do they participate in religious activities?, do they belong to clubs or organisations?

c) Choosing a Name: • Names can reflect belonging to a family, especially if the name has been in the family a long time • Names can also reflect belonging to a religion, i.e. parents giving children saints names

• Sikh babies are named when they are taken to gurdwara for the first time. There is a reading from the holy book of Sikhism. The reader opens the book and looks at the first letter on the page. A name beginning with that letter is then chosen for the baby.

• Have children ask their parents how their name was chosen. Do they have family names? Is there some other significance to their name?

d) The Path of Life: • We can think of a person's life being rather like a journey. We all travel from birth to death, but many events can happen in between.

• People who have religious faith believe they are not just wandering through life aimlessly. They believe their religion gives them sign posts to follow and tells them how to live their lives.

• People who do not have religious faith or commitment need to create for themselves their own signs that help them lead happy, contributing lives. This may mean living life by the laws of nature, or leading life so they can be self-sufficient and sustainable.

• Whether we choose to lead a religious or non-religious life, every person soon learns that there is a time to be born and a time to die, and the time that comes in between is time to live in harmony and at peace with our Planet.

• After a group discussion about the path of life, have children write, individually or with the help of partners, things they think might be sign posts in their lives. These things could be stored in the Keeper of the Daily Gift Box.

SEASONAL FAMILY AND CULTURAL CELEBRATIONS - OPTIONAL LEARNING 1) Discuss with whole class the meaning of seasonal celebrations (i.e.. they occur yearly at the same time for the same purpose, like birthdays, anniversaries etc.)

2) Have students join a partner or trio and brainstorm any seasonal celebrations they can think of: • birthdays • Religious days (i.e.. Easter, Christmas, saints day etc.)

• Groundhog day • Melbourne or Adelaide cup day • Queen's birthday • Other……

3) Classify each of the celebrations as either: • family • cultural • both

4) Have children focus individually on one seasonal event. List some memories they treasure about that event. Decide on a suitable way to share the memories in class.

• storytelling • charades • mime • art • other……

5) Think of ways that students can reflect the concept of a cycle or circle in this process of change.

FAMILY TREES AND ANCESTRY - OPTIONAL LEARNING 1) Some cultures have large extended families living together in the same house. This can be the result of: • lack of availability of housing • too little money to afford housing • cultural or religious beliefs • choice

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2) The concept of a family being like branches of a tree is a strong living image. In our present day and age, with family structures being so complex, there might not be two parents or birth parent families. Children need to be helped to recognise that any group of people living together permanently and in a nurturing, caring relationship, are family.

3) Have students trace their own family tree for three generation (including themselves). If helpful, use appendix 9 - Family Tree Draft - to help at the planning stage.

4) Work through the following steps. a) Fill in as much of the family tree draft as you can b) Any questions you cannot answer, ask a family member to provide the necessary details. c) Collect photos, memorabilia, artifacts that remind you of these relatives (i.e. photocopy the birth certificate; postcards received from relatives etc.). d) On a large piece of blank paper supplied by the teacher, draw the outline of a tree. Using the draft family tree, copy the names carefully onto the tree. Next to or under the name paste the relative's photo or draw a picture of them. e) Using pieces of string cut to different lengths, paste a thread from each name out to an artifact or reminder of that relative.

TRADITIONS FOR THE FUTURE - OPTIONAL LEARNING 1) In the story 'Fox Song', many specific traditions are mentioned that have come from the Abenaki peoples.

Gramma Bowman, as the Abanaski elder in Jamie's family, passes down these traditions to her grandchildren.

From the story list as many lessons as you can find, i.e.

• respect the Nature by thanking the birch tree • other……

2) The belief that lessons from the past can make a difference shaping the future is a fairly abstract idea - but an important one. Brainstorm with the whole class any customs, traditions, family habits, community regulations etc. that are handed down from the past.

3) Problem Focus: a) Have students list any problems that exist in our communities or cultures e.g.

• Pollution from factories • Cutting trees for wood chips • Obesity • Other……

b) What cultural traditions or lessons could have helped to avoid these problems?

• Where did the lessons come from?

• Why haven't they been used?

• What would we have to do to start using them now?

4) Preferred outcomes focus: a) Have students describe the way they would like the following to be • Their family lives • Their communities (neighbourhoods) • Their school • Their country

b) Discuss in small groups whether these preferred ways of life are practical and make modifications where necessary (i.e. the preferred life style must be realistic) c) List everything that would have to happen to make this outcome a reality.

• What would need to change?

• Whose responsibility is it?

• How can all citizens be part of the process?

• How would you implement this action plan?

STEP 3 - CYCLES IN PLANTS: CONCEPTUAL LINKS: • in cycles, there is no beginning and no end • there is a large variety of plants and animals • animals and plants respond in various ways to changes in their environment • humans respond to changes in the environment and in the process, change the environment • living things have form and structure • change occurs within living and non-living things • living things require nurture • seasonal changes can be seen in living things • time and change can be expressed as a linear progression or cyclical recurrence • change can be rapid or slow, predictable or unpredictable, intentional or unintentional • changes in one element in the natural world can directly or indirectly affect other elements • living things change in an ordered way

INTRODUCTION: 1) Paragraph 2 of 'Fox Song' introduces us to some of the Abenaki traditions showing the deep respect Native Americans have for Nature.

2) From the story we are introduced to the concepts of partnership and sustainability. Native Americans are taught that they are part of Nature, not outside or detached from it. They are taught only to use what they need and to leave enough in place to allow balance and harmony.

3) As students take time to explore these concepts in isolation and in depth, it will be the teacher's task to keep focussing the children back on the story. For example: • Seeds and plants germinate and grow in predictable cycles. But there is much we can do in our own gardens and life styles to improve the success of indigenous plants and better monitor crop growth. Jamie was taught the wisdom of the yearly burn-off to eradicate weeds and stimulate natural germination.

4) Draw analogies between Jamie's story and the personal stories each student is progressively building.

GROWING OLDER - plants - ESSENTIAL LEARNING 1) Tuning in: • Take the students for a walk in a treed area of garden. If this is near your school or on the school property this is better, but not essential.

• Focus student attention on noticing differences in plants - shape, colour, height, width of trunk etc.

2) Deciding Direction: • After a substantial walk, allow students to sit and sketch the trees.

• If possible, take photos or videos of the plants.

• Have students jot notes about all the things they like. Sketch these where possible.

3) Organising Ourselves: • After preliminary sketching and observing, have each student choose one particular tree or bush.

• Look around for example of older and younger plants of the same kind.

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4) Finding Out: • Since it might be hard for children to determine old and young trees, brainstorm a list of ways in which plants or trees change as they grow old. a) leaf shape b) leaf colour c) trunk size d) bark texture e) other……

• Using a variety of reference materials, have students draw their chosen plant at different ages. a) six months b) one year c) three years d) ten years e) twenty years

5) Sorting Out: • Cut out the drawings of the plants aging • Group the drawings in similar ages and make a landscape mural on a long piece of paper • If possible, display the mural on a wall in class

6) Drawing Conclusions: • Students will have engaged in a range of conversations about plant aging. Have each student write a creative story, from a plant's perspective, about growing old • Help students to include the aging milestones as integral to the story.

7) Considering Social Action: • In the course of your observations you may have come across plants or flowers that are endangered, areas that need regeneration, land that needs weeding, etc.

• Discuss with students a suitable action plan to propose, either to implement themselves, or suggest others implement.

PLANT COMPARISONS - ESSENTIAL LEARNING: 1) Hand out a selection of seeds to each child (i.e.. wheat, mustard seeds, beans, peas etc.)

2) Using a half egg carton, fill the 'cups' with potting soil 3) Place the carton on a tray or in a plastic tote box (as the carton will become soggy) 4) Into each 'cup' place 2 or 3 seeds, one kind of seed per 'cup' 5) Each day, record observations. Make a graph to record the rate of germination and growth. (Demonstrate the style of graph to use once you have made your selection) 6) Some students may wish to be extended. If so, set up the following experiment: • Select one quick-growing and successful seed (i.e.. wheat) • Cut an egg carton in sets of 2 'cups' • Place in each cup 3 seeds • Put the 6 pairs of 'cups' in different growing conditions i.e.. a) no water b) no light c) cold (fridge for some time) d) hot (near a heater for some time) • Observe and chart the different growth rates under different growing conditions.

7) Each teacher will need to decide whether to develop a more extensive sub-unit looking closely at plants.

This could include some or all of the following areas of exploration.

• Parts of the plant (dissection of a shoot) • Seasonal life cycles of a variety of plants

• Pollination • Reproduction

• Adaptations • Food from plants

• Root systems (i.e.. tap/lateral root systems, tubers etc.)

• Parts of a flower (flower dissections) • Types of flowers (i.e.. complex, regular,composite etc.)

• Leaf variations • Medicines from • Seed dispersal plants • Strange plants • Creepers

MAGIC BEANS - OPTIONAL LEARNING 1) Arrange for each child to bring to school a mid-size glass jar with a wide top (500 g peanut butter jars are suitable) 2) Take a piece of thick or stiff paper hand-towel and make a cylinder to fully line the jar 3) Place bean seeds between the paper and the glass so that they can be seen 4) Fill the inside of the jar with potting soil 5) Water occasionally and keep the jar on a window edge 6) As the beans begin to germinate, compare the length of the roots and the stem 7) Read the story 'Jack and the Bean Stalk'. If it is appropriate you may wish to develop a short study of fairy tales.

• What is the 'shape' of stories in fairy tales?

• What was their purpose?

• Select a variety of stories and have students prepare role plays to present the story.

8) Divide class into pairs of threes and have the students write their own 'fairy tales' relating to the life cycle of a bean.

ECOLOGICAL & ENVIRONMENT ISSUES - OPTIONAL LEARNING 1) An issue is a matter on which people have markedly different views.

2) Environmental issues always have an ecological component but they also have other parts which are not ecological i.e.. political or economic factors.

3) It is important for children of all ages to begin to recognise environmental and ecological issues and to learn how to become involved in the process of bringing about change. To begin this process, follow the steps outlined here.

4) Investigating an ecological or environmental issue: a) Select an issue which is important to the local area around the school. (This may also prove relevant on a national or global scale and these connections should be looked for) • Particularly at a young age it is wise to choose an issue which is linked to the local ecosystem • To help select an issue consider the following: Bushland ecosystems - logging & woodchipping - fire prevention and control - grazing - off-road vehicle use - vegetation clearance due to urban development Inland waters - pollution - boating and water skiing - effects of stock - changed water flow patterns

b) When investigating an issue, you aim to: • Accurately understand and report on what the issue is about (which requires

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an overall understanding of the ecosystem) • Make recommendations on what should be done about the issue at the school level, local level and perhaps on a wider scale • If possible, become involved in carrying out the recommendations (even if letter writing is all that can be done)

STEP 4 - SUSTAINABLE USE OF CYCLES: CONCEPTUAL LINKS: • living things have form and structure • animals and plants respond in various ways to changes in their environment • change occurs within living and non-living things • living things require nurture • seasonal changes can be seen in living things • time and change can be expressed as a linear progression or cyclical recurrence • change can be rapid or slow, predictable or unpredictable, intentional or unintentional • change can impact on life experiences • traditional ideas and values are important • people and places interrelate • in cycles, there is no beginning and no end • cultural traditions provide for the spiritual hungers of people to know interconnectedness.

• changes in one element in the natural world can directly or indirectly affect other elements • interaction and change are the result of energy transfer between objects and systems.

INTRODUCTION: 1) Paragraph 3 of 'Fox Song' introduces us to rituals and customs in Native American culture that builds respect for Nature and a spiritual attachment to Earth.

2) From the story we are introduced to the concept that all ecological systems are powered by an external source of energy and judicious use of this energy creates sustainable use of resources on Earth.

3) As students take time to explore these concepts in isolation and in depth, it will be the teacher's task to keep focussing the children back on the story. For example: • When making things from natural resources it is often possible, with a little extra thought and time, to harvest what is needed yet still maintain the integrity of the providing source. Jamie learned that birch trees can loose some bark yet still live, and the bark can become essential containers for the Abenaski people.

4) Draw analogies between Jamie's story and the personal stories each student is beginning to explore • list examples of ways we could build these same kinds of partnerships with resources we use.

LIFE IN A TREE - ESSENTIAL LEARNING 1) Tuning in: • Introduce children to the idea that a tree is home to many creatures. a) A tree in a eucalyptus forest provides a variety of microhabitats for many animals. b) Some organisms feed amongst the leaves and branches in the canopy of the tree (manna gum, swamp gum and red gum leaves provide food for koalas) c) Some animals live in the bark or on the trunk (spiders, skinks, insects etc.) d) Some organisms live at the base of the tree and amongst the litter and dead leaves and shed bark (seed harvesting ants collect seeds as they drop to the ground) e) Some organisms live out of sight amongst the tree's roots f) Spots on eucalyptus leaves are evidence of fungi that break down leaf tissue for food (tumour-like growths on the trunk are evidence of other fungi growing in the wood) g) Lichens, mosses, ferns and orchids use the trunk of the tree for support • Talk about some books that have been written where trees have been homes a) Winnie-the-Pooh b) Faraway Tree c) Cuddle Pot and Snuggle Pie

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2) Deciding Direction: • Using the Conservation and Wildlife Department's poster 'Nature's Boarding House', tell the students that they will explore the lives and identities of the inhabitants of the Red River Gum (Northern Territory).

• If you find it more suitable or practical to use a local tree, substitute your own information regarding inhabitants.

3) Organising Ourselves: • Divide the class into pairs and assign each pair one 'resident' of the tree that will be their focus of research • Limit the number of tree residents to the number of pairs in class.

4) Finding Out: • Tree residents could include the following: a) aphids - the laziest boarder - stick their needle-like mouths into the sap stream of young leaves and the tree pumps them full of food b) ants - drink the sap that oozes out the aphids bodies, and harvest fallen seeds from ground c) mistletoe - plants without roots attach to the tree and live off water, minerals etc. provided through the roots of the tree d) huntsman spider - lives between loose bark and hunt nocturnally e) parrots, owls, bats etc. - live in hollows in trunk created when branches snap, eat flowers, fruits, sap etc. f) termites - eat through dead inner wood g) caterpillars - feed off leaves year round h) bush cockroaches - nocturnal creatures using leaf litter as daytime home i) lizards - hollow and fallen branches provide hibernation homes and sleeping quarters j) birds - nest in branches k) borer grubs - eat in the tree's woody sap stream until they leave as adult beetles or moths l) possums - live and feed in branches • Using a variety of research sources, students research basic information about life cycles and habits of each of their assigned animal

5) Sorting Out: • Students are instructed to turn their information into a mime that clearly shows the animal's habits • Sit with whole class and discuss how all these animals create an ecosystem and are interconnected and interdependent • Write a group story that reflects either: a) a day in the life of a Red Gum, or b) the life of a Red Gum

6) Drawing Conclusions: • With teacher narrating the story, have students act out the story • Discuss with students some natural or introduced situations that could alter the ecosystem of the tree • Discuss the difference between short-term minor impact and long-term radical impact • Focus of tree corridors or stands of trees in the school or local area, and discuss whether any natural or introduced impacts are threatening the area • Select some real or imagined impacts and have the students spontaneously act-out the effect this would have on the animals they represent (teacher can tell the story)

7) Considering Social Action: • What actions can school children take to protect, conserve and refurbish tree populations in their area? Are these actions already being implemented?

• Are there things in which the school should become involved?

TRADITION STORIES - ESSENTIAL LEARNING: 1) Many stories from Koori traditions exist that tell about the creation and care of native animals. An equal number of similar stories in Native American and other indigenous communities. The stories reveal relationships between humans and animals unlike those experienced by non-indigenous peoples. It will not be the experience of young students to consider themselves equal to animals. The animal stories they know about are frequently anthropomorphous. a) The lessons we learn from indigenous stories are important because they are based on equality and balance and sustainable existence shared by animal, human and environment alike. b) Some stories that children could explore with the teacher, focussing on the lessons being shared include: • Dunbi the Owl told by Daisy Utemorrah, Ashton Scholastic, 1983 • When the Snake Bites the Sun told by David Mowaljarlai, Ashton Scholastic, 1984 • How the Birds Got Their Colours told by Mary Albert, Ashton Scholastic, 1983 • The Echidna and the Shade Tree told by Mona Green, Ashton Scholastic, 1984 • Warnayarra - The Rainbow Snake told by The Senior Boys Class of Lajamanu School, Ashton Scholastic, 1987 • the Kangaroo and the Porpoise told by Agnes Lippo, Ashton Scholastic, 1987 c) Have students write their own stories to reflect relationships we should share with both animals and the environment.

2) Other traditions stories exist that tell of the relationship Kooris had with Earth, and how they sustainably harvested the Earth. Taking time to explore the area of 'Bush Tucker' could be useful as it raises questions about how European influences have affected our entire attitude to farming and food production in Australia.

Some background information could include the following: • Before European colonisation of Australia, Aborigines were omnivorous, deriving their diet from a wide range of uncultivated plant food and wild animals.

• Their successful survival depended on detailed knowledge of the land, sources of fresh water and the effect of seasonal changes on native flora and fauna.

• By understanding the ecology of the area, and the impact they made on this ecology, they were able to take advantage of a wide range of plants for food.

• Wild plant foods are particularly rich in proteins and vitamins.

• Wild plants are also rich in dietary fibre, low in sodium, rich in potassium, magnesium and calcium.

• The carbohydrates of wild plants in more slowly digested and absorbed.

• The way Aborigines prepared their food retained much of the nutrients.

• Because Aborigines were hunter gatherers, they never stayed too long in one place, so they never overharvested any one environment.

• Similarly, because they ate well and were often on the move they were physically fit and free from most disease. It has only been since they have given up the nomadic life and moved to urban environments, and begun to use European foods and cooking methods, that they have succumbed to multiple health and social problems.

THINGS MADE FROM TREES - ESSENTIAL LEARNING 1) In the story 'Fox Song', Jamie and her Gramma Bowman harvest maple syrup form a maple tree. Harvests conducted in this way neither kill nor compromise the plant. Brainstorm in class and list other plants harvested in this way (e.g. rubber)

2) In 'Fox Song', Gramma Bowman also took just enough bark from a birch tree to make a basket, but did not compromise the tree. Brainstorm in class and list other products made form things taken form trees (e.g.

Aboriginal canoes made from bark)

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3) Many products can be harvested or made form plants without compromising the plant. The process might be slower and the product more expensive (because it requires more care and time etc.), but partnerships are established between humans (and their needs and wants) and Nature (and what she has to offer).

• Brainstorm in class and list as many of these partnerships as you can.

4) Because it is cheaper, quicker, easier, many products supplied to humans do needlessly compromise plants and the environment. Brainstorm and list as many of these as you can.

• suggest alternatives to these methods that would create partnerships instead.

LIFE IN A HOLLOW LOG - OPTIONAL LEARNING 1) Many people see the death of a tree as the end of life. But in fact, many organisms are sustained by dead trees, whether they are left standing, or allowed to lie where they fall 2) Arrange a field trip in you local environment, or to a reserve where you know there are fallen trees and hollow logs. If these parks are conservation areas, contact the ranger in charge for advice about exploration protocol.

3) Have the students examine the logs, looking for evidence of life. Remember, no animals home must be destroyed and no animal displaced as a result of the investigation. So children must be encouraged to proceed slowly and with extreme care.

4) Have children sketch as many creatures as they site. These can be rough pencil sketches, more involved charcoal sketches, future water colour paintings sketched with aquamarelle pencils etc.

5) Things to look for and bring to children's attention include: • Snakes frequently live in hollow logs, particularly if there was once a sugar-glider nest in the tree • The Dusky Antechinus (marsupial mouse) will feed on insects living in the log • Millipedes, slaters, beetles and centipedes all live in logs • Huntsman spiders love logs as do several other species of spider • Mosses and lichens quickly grow over the logs • Leeches move in as the moss cover increases • Snails particularly enjoy moss and lichen • Fungus is frequently found as the log progressively rots • A bush rat will feed off fungus on the log but not necessarily live in the log • Termites are the most successful recyclers of the dead tree, returning the wood to the soil • Grubs, King Crickets, worms, skinks, and geckos all cohabit in the logs • Echidna are frequent visitors to, but not often occupants of, the log, feasting on termites and ants • As the log progressively rots, small seedlings take root and plants grow from the decomposing wood

6) Annamieke Mein has a fabric art piece entitled 'The Rotten Log' in which she depicts life within a fallen tree.

The creative genius of Mein would be impossible to mimic, however students could be inspired to create their own fabric and/or natural materials collage of 'Life in a Rotting Log'.

• collect a variety of books and posters showing different styles of collage and fabric are (e.g. Jeannie Baker, Annamieke Mein etc.)

• have students practice sketching animals using a variety of art media • require students to produce a template of the projected collage indicating proposed materials • students could work individually or in pairs. State definite deadlines for each stage of the production

STEP 5 - CYCLES AFFECTING GROWTH: CONCEPTUAL LINKS: • people and places interrelate • there is a large variety of plants and animals • animals and plants respond in various ways to changes in their environment • humans respond to changes in the environment and in the process, change the environment • living things have form and structure • change occurs within living and non-living things • living things require nurture • seasonal changes can be seen in living things • time and change can be expressed as a linear progression or cyclical recurrence • change can be rapid or slow, predictable or unpredictable, intentional or unintentional • in cycles, there is no beginning and no end • changes in one element in the natural world can directly or indirectly affect other elements • interaction and change are the result of energy transfer between the objects or systems that are interacting • the Earth is composed of materials that are altered by forces within and upon its surface • living things change in an ordered way

INTRODUCTION: 1) Paragraph 4 of 'Fox Song' introduces us to the cycle of life - Gramma Bowman once helping Jamie dress to go to the woods and Jamie now helping Gramma Bowman put on her boots.

2) From the story we are introduced to the concept of Ecosystems and partnerships. All animals and all plants in the environment are interconnected. They feed and sustain one another. The seasonal cycles supply energy and nutrients. The by-products of these cycles produce life-giving foods, clothing, shelter, etc.

3) As students take time to explore these concepts in isolation and in depth, it will be the teacher's task to deep focussing the children back on the story. For example: • Balance, coevolution, partnership etc. are all essential to ecosystems and life. Jamie and Gramma Bowman harvest syrup from maple trees which they sell to provide economic security for their family. Animals live off and in the maple tree. Rabbits, foxes and other animals are locked in the delicate balance of food chains and webs in their homes in the surrounding woods. If one part of this intricate partnership were altered, every part would be affected. That is why Jamie has been taught to only take just enough and never more than is needed.

4) Draw analogies between Jamie's story and the personal stories each student is exploring.

WEATHER CYCLE - ESSENTIAL LEARNING 1) Tuning in: • Through discussion, resources, stories etc. children come to recognise that many factors make up weather: a) temperature b) wind c) evaporation d) clouds e) humidity • Through discussion, students should also understand that climate has a significant effect on: a) lifestyle b) food production c) distribution of plants and animals d) use of energy e) water storage

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2) Deciding Direction: • Students are to role play weather detectives in search of answers to questions and issues relating to weather.

Their characters will vary, as will their motives. Characters and issues to explore will be assigned by the teacher.

3) Organising Ourselves: • Allocate a character to each student.

• Character choices could include: a) professional fisherman b) farmers c) overseas food exporter d) suburban resident e) other……

• Have the student write a short autobiographical profile describing their character • Students could be allowed to dress up as their character, name themselves and wear name tags identifying who and what they are.

4) Finding Out: • Pose the following scenarios and have each student respond in character (teachers may wish to group similar characters so they can work in groups. a) Keep weather charts for five consecutive days minimum in each season.

1) How would this weather affect each of the characters?

2) Would there be any way these characters could manipulate or abuse the weather condition so they can benefit, even if it harms other people or the environment?

3) How can abuse be prevented yet everyone given a fair change at a living? b) Find out about the three main clouds (cirrus, cumulus and strata) and what they signify.

1) How would cloud conditions affect each of the characters?

2) How would this weather affect each of the characters?

3) Would there be any way these characters could manipulate or abuse the weather conditions so they can benefit, even if it harms other people or the environment?

4) How can abuse be prevented yet everyone given a fair chance of a living? c) Make a picture collection of the destructive effect of bad weather (i.e.. cyclones, tornadoes, hurricanes, hail storms, wind storms, electrical storms etc.)

1) How could adverse weather conditions affect each of the characters?

2) How would this weather affect each of the characters?

3) Would there be any way these characters could manipulate or abuse the weather conditions so they can benefit, even if it harms other people or the environment?

4) How can abuse be prevented yet everyone given a fair chance at a living?

• Make a weather chart where details of daily and seasonal weather trends can be recorded a) Have students help devise the chart b) Things to record will include hours of daylight, temperature, weather conditions c) Other……

5) Sorting Out: • Have students form groups of 3-4 students each.

• Discuss what they have observed or learned from their investigations about how weather affects people and lifestyle.

• List the things students feel are most important about weather in terms of preserving the environment.

• Share and discuss these thoughts with the whole class.

6) Drawing Conclusions: • Weather is clearly a significant factor in life, but some students might not have realised that humans have attempted to manipulate weather.

• Reducing forests, denuding rainforests, creating acid rain, depleting the ozone layer, changing water courses, creating salting problems on farms etc. all changes weather patterns.

• Have students try to categorise weather related issues that are natural and beyond our control, and those that are man-made and require review.

7) Considering Social Action: • Discuss ways the man-made problems could be reduced or eradicated.

• How could students help this happen?

• Have students get back into groups representing the characters they assumed. Each group can prepare a statement to present to the class weather congress itemising the steps they can take to reduce their impact on the environment due to weather related issues.

WATER CYCLES - ESSENTIAL LEARNING 1) What water conservation measures are used in you state?

2) What water restrictions, if any, are placed on water use in your house? Do you agree with this? Why or why not?

3) What is the water table (is it anything to do with your water bed?)

4) Where is water stored in your state? (write to the Water Resource Commission through you state government) 5) How could you conserve water daily in: • your home • your school • your neighbourhood (shire, district) • your mum's or dad's work • your capital city

6) Organise a discussion of debate about whether water recreational activities can damage the environment.

7) Have students consider solutions to some of these problems: • What should be done with water after irrigating rice fields (water containing mineral salts) • River valleys support many farms often depleting the water supply for others. Whose right is it to water?

• Other……

8) What is the rain cycle? (students are often amazed to realise that all the water we are ever going to have is already on Earth, just cycling round one way or another) Discussion should clarify definitions of: • evaporation • ground water • surface run-off • rain

NORTH AND SOUTH HEMISPHERES - OPTIONAL LEARNING 1) Seasonal differences and night/day cycle variations between the northern and southern hemispheres are fun for students to explore.

• Ask if children have relatives living overseas and make a list displaying which relatives live in the northern hemisphere and which live in the southern hemisphere • Look at a large class map of the world and show students the two hemispheres, latitude, longitude, the equator etc.

• Using your own references or knowledge, or Anno's Book 'The Earth is a Sundial', demonstrate the relationship between Earth, Sun and Moon - how this affects day, night, seasons, tides etc.

• If students show an interest, discuss time zones and how time is measured.

• Look at different plant growth, animal inhabitants, clothing, food etc. between the hot and cold climates.

Discuss the reasons for this.

2) This sub-topic could be as extensive or as succinct as you choose. One important connection to make is that things done in one hemisphere can and do affect life and the environment in the other hemisphere i.e: • Oil to supply the needs of people in the southern hemisphere is taken form the northern hemisphere, often damaging natural land and wildlife.

• List other examples of cross-hemisphere impacts and discuss.

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NITROGEN AND CARBON CYCLES - OPTIONAL LEARNING 1) Carbon and nitrogen are two of the most important elements in living organisms • Carbohydrates (i.e.. sugar, starch), fats and proteins are all carbon compounds • Proteins also contain nitrogen

2) Green plants absorb nitrates from the soil or water in which they grow. They use nitrogen in these nitrates to make proteins • When plants die microbes break down the proteins to ammonium compounds • Bacteria change the ammonium compounds back to nitrates

3) Not all the nitrogen goes round this basic cycle • Plants may be eaten by animals and the animals use the nitrogen to make their own proteins • When the animal dies their proteins are broken down to ammonium compounds in the same way as plants • Animals excrete waste nitrogen compounds such as ammonia and urea • If soil is short of oxygen, denitrifying bacteria break down nitrates to get oxygen for themselves.

They release nitrogen gas • Nitrogen fixing bacteria take in nitrogen gas to make nitrogen compounds. These compounds can be used by plants.

4) Both carbon and nitrogen have predictable cycles. Using the information provided, have students illustrate both the carbon and nitrogen cycles. ( Students may prefer to make mobiles to represent the cycles) 5) The carbon cycle: • Green plants use carbon dioxide to make sugar by photosynthesis.

• When the plant needs energy, sugar is broken down in respiration, and carbon dioxide is released.

• Some sugar is used to make other carbon compounds as the plant grows.

• When they eat plants, animals use the carbon compounds for energy and growth.

• When the plants and animals die, decomposers feed on the carbon compounds and release carbon dioxide in respiration.

• Carbon dioxide is not returned to the atmosphere if they plants do not decay.

6) The nitrogen cycle (simple): • Plant protein breaks down in death and decay • These proteins become ammonium compounds , which are attacked by nitrifying bacteria • The nitrates produces are absorbed by plants through the soil.

7) The nitrogen cycle (complex): • Plant protein is eaten by animals • If the animal does they decay and form ammonium compounds • It the animals live they excrete urea and ammonium compounds • Nitrifying bacteria convert the ammonium to nitrates • These nitrates can be reabsorbed by plants and used for proteins • If not reabsorbed, the nitrates are acted on by denitrifying bacteria and turns to nitrogen gas.

• Nitrogen fixing bacteria in the soil converts the nitrogen gas into plant protein.

ENERGY CYCLES - OPTIONAL LEARNING 1) The sun is a gigantic store of energy, supplying the Earth's needs in the form of heat and light.

• The sun's energy is used to join molecules of water and carbon dioxide together to make a simple carbohydrate called glucose. this process is called photosynthesis.

• The energy stored as glucose is used by the plants to make new cells and keep body cells alive.

2) Plants make their own food from simple materials so they are called producers • Plants are eaten by animals which in turn are eaten by other animals.

• Because animals have to catch their food they are called consumers.

3) In producing and consuming food, energy is transferred, having originated with the sun's energy.

4) Different people and different creatures have differing energy needs. Teachers can research in more detail calorie and kilojoule needs for certain activities and different species • With these values, teachers can help students create a game where each student can be required to earn or use certain amounts of energy.

• The game should require students to make choices and decisions about how to survive and from where to get the energy i.e., students should be led to examine sustainable use of energy resources so the earth maintains balance.

5) Energy needs in housing and at work require the use of different resources • List as many sources of energy as you can i.e.. oil, coal, electricity, solar, wind, water etc.

• Look at the connection between energy production, energy use and the environment.

• Discuss and suggest sustainable use of energy.

• Design surveys and charts to record energy use and/or abuse in our homes. Propose solutions to over-use or inefficient use.

6) Solar power, wind generators and hydroelectricity plants have been suggested as sensible alternatives to conventional energy sources.

• Have students divide into small groups and select one of the three alternatives.

• Research and write a short description of how the energy source is produced, and the projected impact on the environment.

• If possible, arrange for a speaker to talk to the class about each of these energy sources.

• Have each group construct a working model of their energy source using inexpensive, recycled, light weight materials.

CYCLES OF FIRE: 1) In the story 'Fox Song' Gramma Bowman teaches Jamie about the Abenaski custom of burning off weeds to stimulate natural plant growth.

2) Fires will often start naturally by lightning strikes, but often they are caused (deliberately or accidentally) by humans.

3) In the past Aborigines set fire to patches of the bus and these fires burnt off small areas, but did not create total bushfires.

• In this way, a great variety of vegetation was stimulated to grow side by side.

• With the coming of the European settlers Aborigines were evicted and the frequency of the fires was reduced.

This, along with clearing for grazing, dramatically altered the nature of the vegetation.

4) The frequency of brush and bush fires is significant to the integrity of the bushland. With increased population and urbanisation of the land, bushfires have been more and more controlled. This interferes with natural bush growth. For example: • In the wet regions of south-west Tasmania, the type of vegetation depends on the frequency of fire • If fire occurs frequently (about every 10 years) then no eucalyptus trees grow. The vegetation is wet heath consisting of shrubs and herbs that survive the fire by having either resistant rootstocks or life cycles where seed is produced within 10 years.

• If fire is less frequent (occuring on a 30-50 year cycle), then eucalypts can establish, and the area becomes wet eucalyptus forest • If fire occurs rarely (every 300-400 years), then eucalypts reach old age and die and rainforest species growing beneath the eucalypts take over. Eventually the area becomes rainforest.

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STEP 6 - CYCLES, CHAINS & WEBS: CONCEPTUAL LINKS: • change occurs within living and non-living things • there is a large variety of plants and animals • animals and plants respond in various ways to changes in their environment • change can be rapid or slow, predictable and unpredictable, intentional and unintentional • people and places interrelate • in cycles, there is no beginning and no end • changes in one element in the natural world can directly or indirectly affect other elements • elements of systems meet material needs of people • interaction and change are the result of energy transfer between the objects or systems that are interacting • living things change in an ordered way

INTRODUCTION: 1) Paragraph 4 of 'Fox Song' introduces us to the importance of learning from our past and carrying on cultural traditions that teach us how to live in harmony with people and our Earth.

2) From the story we are introduced to the concept that all things are truly interdependent and interconnected.

Each discrete cycle, like the life cycle of a frog, is part of a larger cycle, like a food chain or web, which is part of an ecosystem which contributes to the integrity of an environment.

3) As students take time to explore these concepts in isolation and in depth, it will be the teacher's task to keep focussing the children back on the story. For example: • Gramma Bowman makes sure she has taught Jamie the important traditions of their people before she dies.

These traditions are not only the practical practices. They are also traditions that will nurture the spirit and allow Jamie to feel at peace with herself and her surroundings, whether she is alone or in the company of others.

4) Draw analogies between Jamie's story and the personal stories each student is beginning to explore • Have student focus on any traditions they know they have inherited from their relatives of their culture.

LIFE CYCLES - ESSENTIAL LEARNING 1) Tuning in: • The life cycle of many animals is easy to observe and holds an indescribable fascination for children of all ages. Think of the first time you saw a tadpole grow legs and become a frog!

• As a way of getting focussed, have children make hanging mobiles to represent the different types of cycles we experience. This could include: a) seasons b) food chains c) life cycle of a common animal d) stages in a human life e) water cycle f) composting or mulching g) other……

• To complete this task, assign students individually or in pairs, one cycle a) have students draw each stage of the cycle. b) using a wire coat hanger, attach the drawings to represent the sequential order of the cycle c) hand the mobiles in class

2) Deciding Direction: • Once students are focussed on the pattern of cycles, introduce them to the idea of making a 'Cycle Bingo' game.

3) Organising Ourselves: • Use Appendices 2-5 for background information on some suggested life cycles. Research you own to add to the list.

• Gather together all the materials needed for the activity: a) stiff cardboard b) glue c) textas d) contact e) dice or spinners f) existing bingo boards as a model/template.

4) Finding Out: • divide class into groups of 3-4 students • assign one life cycle to each group • photocopy or illustrate each life cycle • prepare bingo sheets and playing cards (contacted when complete) • make spinners or dice • play the game

5) Sorting Out: • Variations to this game can be invented. a) increase the card numbers and create Happy Family packs specific to the life cycle b) make packs of cycle snap cards c) mix up all the cards and randomly hand them out. Then have students organise themselves into life cycle groups d) stick one card on each student's back and have them ask yes/no questions to establish which life cycle they belong to. Once life cycle groups are formed students, without talking, have to arrange themselves in sequential order.

6) Drawing Conclusions: • Challenge children to be able to nominate one animal or plant that doesn't belong to some cycle • These activities will actively reinforce their growing awareness that all things are interconnected

7 Considering Social Action: • During these investigations and games, students may become aware of some lifecycles or webs that are under threat.

• Discuss in class actions that should or could be taken.

• In what ways can the children themselves get involved?

FOOD CHAINS - OPTIONAL LEARNING 1) Organisms that feed on producers are called consumers. There are 5 types of consumers.

• Herbivores feed directly and solely on producers (plant eaters).

• Carnivores eat other consumers and are also called predators.

• Parasites feed on the surface or inside other organisms.

• Scavengers and detrivores are consumers who eat dead plants and animals and their waste products.

• Decomposers are consumers that break down dead material.

2) Some food chains are quite simple. Some food chains are more complex. Food webs are the interconnection of many food chains and every ecosystem reflects food webs.

• Grass - eaten by rabbit - eaten by fox • Plant plankton - eaten by water fleas - eaten by sticklebacks - eaten by perch - eaten by pike - eaten by herons - possibly eaten by fox.

3) Have students list all the things they ate in their last meal.

• Help students work out the food chains involved in this meal.

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STEP 7 - PERFORMANCE OF MOST WORTH: CONCEPTUAL LINKS: • living things have form and structure • there is a large variety of plants and animals • animals and plants respond in various ways to changes in their environment • humans respond to changes in the environment and inthe process, change the environment • change occurs within living and non-living things • living things require nurture • seasonal changes can be seen in living things • time and change can be expressed as a linear progression or cyclical recurrence • change can be rapid or slow, predictable or unpredictable, intentional or unintentional • change can impact on life experiences • people in the past have tried to conserve social, political, economic and cultural aspects of their societies • traditional ideas and values are important • the interdependence of natural and built environments affects peoples' experiences • people and places interrelate • in cycles, there is no beginning and no end • cultural traditions provide for the spiritual hungers of people to know the interconnectedness of things • peoples' beliefs inform their perspectives • changes in one element in the natural world can directly or indirectly affect other elements • elements of systems meet material needs of people • interaction and change are the result of energy transfer between the objects or systems that are interacting • the Earth is composed of materials that are altered by forces within and upon its surface • living things change in an ordered way 1) Tuning in: • Re-read the picture story book or the summarized story of 'Fox Song' • In a class sharing circle, have students share: a) their favourite parts of the story b) something they have learned that they did not know before c) something they think is an important message from the story

2) Deciding Direction: • Explain to students that they are going to produce another play, but this will share the lessons learned from the story.

• Explain to students that this is a difficult task, but that all the research and investigation has already been completed.

3) Organising Ourselves: • Divide the class into 6 groups.

• Assign each group one paragraph (reuse the enlarged paragraph cards from the beginning of the unit).

• Gather together some simple costumes and props, things that you would find in the story.

4) Finding Out: • Each group must focus on the lessons and principles from each paragraph. For example a) Paragraph one focusses on principles of interdependence, partnership and fluctuating cycles and this is explored through family histories, birth and death rituals, celebrations and traditions from the past • Explain to class that the teacher will be the narrator. She will read the story as an introduction to each paragraph.

• Students must then depict all the lessons, learning, principles etc. from the paragraph in: a) dance c) drama f) all of the above b) music d) mime g) some of the above • Students must assign tasks so that each group member is occupied.

• Students must write notes about their representations.

• Students must rehearse their contributions.

5) Sorting Out: • Teacher will direct the pulling together of all separate paragraphs, linked by the story of 'Fox Song'.

• After rehearsal, it would be desirable to perform the play to an audience at school (i.e. school assembly, another grade etc.).

6) Drawing Conclusions: • After the final performance have students do two things: a) Whole class discussion about lessons and learning. b) Personal reflective writing about what individual students have learned about the subject matter, about their classmates and about themselves.

7) Considering Social Action: • If any issues emerge as significant, discuss ways in which students can make a difference.

REFERENCES: Anders, Rebecca, 'A Look at Death'.

Atkinson, Kathie, 'Life in a Rotten Log', Allen and Unwin, 1993.

Bailey, Mike, 'The Variety of Life', Hodder & Stoughton, 1990.

Baskerville, Judith, 'New Baby', A&C Black, London, 1985.

Bonnett Stein, Sara, 'About Dying: An Open Family Book for Parents and Children Together'. Brownlie, Betty, 'The Life Cycle of the Praying Mantis', Aston Scholastic, 1994.

Brownlie, Betty, 'The Life Cycle of the Common Frog', Aston Scholastic, 1992.

Brownlie, Betty, 'The Life Cycle of the Grasshopper', Aston Scholastic, 1994.

Bruchac, Joseph, 'Fox Song', Phiomel Books, NY, 1993.

Burnie, David, 'Collins Eyewitness Guide to Plants', Collins Publishers, 1989.

Burt, Denis, 'Birth of a Koala', J.M. Dent Pty Ltd Melb, 1986.

Cole, Joanna, 'My Puppy is Born', Lutterworth Press, 1974.

Curriculum Branch, 'Learning Through Integrated Curriculum', Ministry of Education, Victoria, 1986.

David, Thomas, 'A Goal is Born', J.M. Dent Pty Ltd Melb, 1983.

Evans, B., Ladiges, P. & McKenzie, J., 'Heinemann Biology in Context - Biology One', Heinemann Educational, 1990.

Fisher-Nagel, Heiderose & Andreas, 'Birth of Hamsters', J.M. Dent Pty Ltd Melb, 1985.

Fisher-Nagel, Heiderose & Andreas, 'Birth of a Kitten', J.M. Dent Pty Ltd Melb, 1985.

Gilman, David, 'Urban Ecology', Macdonald Educational Ltd, 1977.

Hill, Susan, 'Books Alive! - using literature in the classroom', Thomas Nelson, 1986.

Isenbart, Hans & Heinrich, 'A Foal is Born', Angus and Robertson, 1975.

Malcolm, Steve, 'Ecology and Issues', STAV Publications, 1991.

McFadden, Steven, 'The Little Book of Native Wisdom', Element, Brisbane Queensland, 1994.

Miller, Jane, 'Birth of Piglets', J.M. Dent Pty Ltd Melb, 1984.

Miller, Jane, 'A Calf is Born', J.M. Dent Pty Ltd Melb, 1981.

Ministry of Education Victoria, 'The Social Education Framework P-10', Curriculum Branch, 1987.

Ministry of Education, 'Learning How to Learn', 1989.

Neidjie, Bill, 'Australia's Kakadu Man', Resource Managers, Darwin, 1986.

Parker, Stephen, 'Life Before Birth', British Museum, Cambridge Press, 1983.

Pringle, Laurence, 'Death is Natural'.

Rushton, Lucy, 'Death Customs'.

Schaefer, Ken, 'Environment Explorer', Methuen Australia, 1985.

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South Gippsland Conservation Society, 'Looking At Trees Through The Eyes of Children', Community Education Centre, Warragul, 1987.

Southern Cross Windmills.

Temby, Ian, 'A Guide to Living with Wildlife', Department of Conservation and Environment, Victoria, 1992.

Williams, Guineve, 'When People Die'.

White, Paul, 'What's Happening to Mother', Anzea Pub Ltd, 1976.

Zola, Nelly & Gott, Betty, 'Koorie Plants, Koorie People', Victorian Health Foundations, 1990.

APPENDIX 1: - HUMAN LIFE CYCLE Like all animals, humans have a cycle of life and death. And like many animals, humans start out life as a developing egg. Human females produce eggs in ovaries and these eggs travel down oviducts to an internal chamber called the uterus. Here, if male sperm is present, the egg will be fertilised and begin to grow into a human baby. While developing, the egg is called an embryo.

An embryo takes roughly nine months to develop into a fully formed human baby. As an embryo, the head develops first, along with the brain and spinal cord. This occurs around week three when the embryo is no bigger than a grain of rice.

About 5 weeks after fertilisation, the arms and legs appear as buds growing out the side of the body. One week later the buds begin to look like real arms and legs. The face has started to form, the ear begins to develop and the backbone looks segmented. By week 7 the back no longer looks segmented, the eyes and ears have formed along with fingers and toes. Only 8 weeks after fertilisation the embryo is recognisable as a human baby. At this point the embryo is called a foetus and measures about 25mm in length. This is often the time the mother realises she is pregnant.

The next things to develop are eyelids, fingernails and toenails. The foetus grows about 50mm each month now and by 4 months, due to lack of room, the mother's stomach begins to bulge. At about 6 months the foetus turns head downwards.

The eyelids which grew fused now open.

After 9 months of development the baby is born. Depending on the food you eat, the lifestyle you lead, the climate in which you grow, human cultures life expectancy varies greatly. For people in western world countries, men on average live to about 82 and women to 86. In some under developed countries men can only expect to live to their early 40's and women to late 30's to early 40's.

For most animals, death occurs with little ritual or ceremony. The carcass is either eaten (as in some insects and many mammals), or removed (as in social insects like bees or ants) or left to decompose. Only humans seem to have clearly defined death ceremonies and burial rituals and even this varies enormously from culture to culture. It is however fascinating to study elephant behaviour when they encounter the bones of other dead elephants. There seems to be a clear ability to recognise bones of one of their clans and they appear to have ritualistic behaviour regarding the bones of their ancestors. This would be akin to humans visiting cemeteries to pay respect to dead relatives or loved ones.

APPENDIX 2: - GRASSHOPPER LIFE CYCLE ANATOMY A grasshopper has a large, only slightly movable head. On its forehead are two antennae, which carry the sense of smell. Because they are segmented the grasshopper can wave the antennae, smelling the air. It has very hard, strong jaws for chewing plants. On either side of the mouth are two finger-like parts called palps, which handle the grasshopper's food. On the grasshopper's head are two compound eyes, made up of thousands of tiny separate eyes, each one able to work independently. The grasshopper also has three small eyes in the middle of the forehead called ocelli, which only respond to light. Some species of grasshopper have no ears because they communicate by sense of smell. However most species have ears on the knees of the front legs, or on the side of the first abdominal segment.

Like all insects, grasshoppers have 6 legs, one pair attached to teach of the three segments of the thorax. Some species have no wings while others have one pair each of front and back wings.

HABITAT Like all insects, grasshoppers are coldblooded. They prefer to live among grass, plants or flowers, staying close to their home territory. They are attracted also to leaf litter.

LIFE CYCLE At mating time male grasshoppers 'sing' to attract females. This is achieved by rubbing their hind legs against their wings or sometimes, rubbing wings together. Those grasshoppers who do not sing are called mute and attract mates by giving off an enticing smell.Once males and females have mated the female must deposit her eggs. Longhorned grasshopper females have a long, sword-shaped ovipositor at the end of their abdomens. This is used to insert the eggs into the ground, rotting wood, in slits cut in stems, on bark or other vegetation. The eggs are laid without any protective coating.

Shorthorned grasshopper females have a short ovipositor and four short plates at the tip of their abdomens which are used to drill deep into the earth. The hole is lined with a special secretion and the eggs laid in rows of sausage-like shapes contained in a foamy mass. the foam forms a plug at the top of the hole and the female covers it with earth.

When ready to hatch the grasshopper nymph must break the eggshell using a special neck sac or ridge on it head. Out of the shell it looks like a worm, however it immediately sheds this worm-like skin and then looks like a small adult.

Grasshoppers grow by shedding their skin. They moult up to 20 times before they are adults. Their skin is an exoskeleton.

APPENDIX 3: - LIFE CYCLE OF THE FROG ANATOMY The frog is an amphibian. Amphibians can live both on land and in water. Most lay their eggs in water where they hatch into tadpoles which look like small fish. Tadpoles have long finned tails and breathe through gills.

The frog has a short body with smooth, moist skin. It has lungs to breathe with but also absorbs oxygen through its skin.

It has bulging eyes, no neck, cannot chew food and has long hind legs for jumping.

The frog's skin is smooth, cold and wet. To stop it drying out the skin contains mucous glands which produce a slime coating over the body. As the frog grows it sheds its skin several times in a season. The frog soaks water through the skin and never needs to drink.

The frog has a long sticky, muscular, tongue attached at the front of the mouth. The tongue produces a lot of mucous to help food slide down the throat.

Frogs see well in and out of water. The eyes are kept clean by the lower eyelid which is drawn across the eye when blinking. Blinking also helps in swallowing food, as the eyeballs are pulled inward slightly squashing against the food.

Frogs can see forwards, sideways and upwards all at the same time. They never close their eyes.

LIFE CYCLE A common pond frog is ready to breed when it is 3 years old. Mating occurs in spring. The female lays large clusters of eggs which the male fertilises in the water.

The egg clump sinks to the bottom of the pond, each egg about the size of a pea. Each egg contains a dark speck surrounded by a sticky clear jelly. The jelly soon swells causing the egg cluster to float to the surface where tadpoles develop over the next two weeks.

Once developed the tadpoles hatch. They have oval bodies, long tails, no eyes or mouths. It clings to pond weed using a tiny sucker under its head. The tadpole's body contains a food store called a yolk sac. Within a few days the yolk sac has been absorbed and the tadpole has developed eyes and a small round mouth. It can now scrape algae from a variety of surfaces using tiny sharp teeth.

On either side of the tadpole's head are tiny gills. When the tadpole gulps water through its mouth the gills remove oxygen so the tadpole can breathe. Within 4-5 weeks the tadpoles grow lungs, which soon replace the gills. This means the tadpole has to gulp air from the surface of the water. After about 6 weeks it is a fully air breathing creature.

Within 8 weeks small hind legs appear beneath the tail. Later the front legs emerge and the tail begins to shorten.

Because the tadpole is a plant eater it has to change to be ready for its future insect diet. It must develop a bony jaw, sharp teeth and long sticky tongue. While these final changes occur the tadpole stops eating and lives instead on food stored in its own tail. One day the skin splits open and out crawls a tiny froglet.

APPENDIX 4: - LIFE CYCLE OF THE PRAYING MANTIS LIFE CYCLE Females live about 6-7 months, and males 6 months. During mating males have to be cautious since the female will eat the male if she can catch him. The eggs are fertilised within the female. As these ripen the female's abdomen swells.

When laying the eggs, the female attaches them to something like a twig, fence, stone or leaf. On the tip of her abdomen is a small pair of feelers called 'cerci' which appear to build the egg capsule. First, the female lays a soft foamy substance that quickly hardens into a capsule. She dips her abdomen up and down into the foam inserting her eggs

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each inside a separate chamber with a tiny sealed lid. The egg capsule has a hard exterior that lets air in but keeps rain out! It also acts as an all weather insulation and so the developing nymph is very safe.

The young nymphs usually hatch early in the morning. They are soft, delicate and vulnerable dangling limply in clusters from the capsules. Their bodies soon expand with circulating blood and they look like adults without wings.

Young nymphs shed their skin in moults several times. On its final moult it appears with wings. It is then ready to lead an adult life.

APPENDIX 5: - RESPONSE TO LITERATURE There are many different levels of questioning that encourage various responses from children. Questions can be classified as broad or narrow, open or closed. Some questions demand simple memory recall, whereas others demand synthesis and evaluation.

Some sample questions could be: MEMORY (closed) Where did Aranea make her web?

CHILDREN'S INTERPRETATION (open) How do you think Aranea felt in the storm?

CHILDREN'S EVALUATION (closed or open) Do the black and white illustrations suit the book? Why? There are many different ways to help children become more adept at discussing books. Some ways of encouraging responses include:

ORAL 1) PANEL DISCUSSIONS: • Gather together several children who have read the same book • Identify a selection of questions to have each member of the panel comment upon and discuss ie. a) favourite character b) most absorbing passage c) part they would like to change d) dullest part of the book e) funniest part f) others……

2) ADVERTISEMENTS: • Have children verbally advertise their favourite book.

• Advertisement could be: a) impromptu speeches b) tapes c) videoed • Discuss ways to capture audience attention, appropriate vocabulary, special effects, etc.

3) PUPPETS: • Puppets can be used to retell stories, or create new parts to the book.

• Some suggested puppets include:

a) sock puppets b) shadow puppets c) paper bag puppets d) finger puppets e) glove puppets f) paper place puppets g) papier-mache puppets h) other……

4) MODELS & DESIGNS: • Make models or dioramas about the story.

• Design new book covers.

• Create a stage set for a puppet theatre for one scene from the book.

• Other……

5) READER'S THEATRE: • Children write scripts relating to the story.

• Practise and present the dialogue, performing to known audience.

6) STORYTELLING: • Children tell their favourite story to class. They can use written notes or other props to aid recall.

7) FILM OR VIDEO: 8) PHOTOGRAPHS: 9) RADIO PLAY: 10) SLIDE-TAPE:

APPENDIX 6: - NATURE'S BOARDING HOUSE: Depending on the species of tree, Nature's Boarding Houses will attract a range of different species of boarders. But regardless of the composition of the 'clientele', one thing is true of all trees, dead or alive - they are the natural homes of many creatures. The Gould League and Department of Conservation in Victoria both produce magnificent posters showing the life that lives in a tree. For those of you who cannot acquire a poster, typical inhabitants of a red gum are listed below.

• APHIDS - By far the laziest boarder of all. They stick their needle-like mouth into the sap stream of leaves and the tree pumps them full of food!!!

• ANTS - Tree pressure forces sap to ooze from the aphids' bodies and ants eat from their sweet syrup.

• MISTLETOE - Parasitic plants without roots are called mistletoe. They feed off their host plant and if they are too successful, they will kill the host tree (or branches of the tree).

• HUNTSMAN SPIDERS - During the day this flat spider squeezes snugly under loose bark on the tree, emerging at night to hunt.

• PARROTS - Any hollow in the tree will be inhabited by the industrious parrot.

• OWLS, BATS - Holes left by termite-eaten branches are perfect homes for these small nocturnal creatures.

• TERMITES - Termites live wood and what better source of food than a tree?

• BIRDS - A wide variety of birds will nest in the branches of well established red gums.

• CATERPILLARS - These are seasonal boarders who fill up on leaves before completing metamorphosis.

• BUSH COCKROACHES - Although they live under fallen ground leaves, cockroaches depend on the tree for protection.

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• BORERS AND GRUBS • LIZARDS

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APPENDIX 7: - ABORIGINAL TRADITIONAL TALES: During the International Year of the World's Indigenous People the Box Hill-Doncaster Regional Library [1040 Whitehorse Road, Box Hill, Victoria, 3128 - Phone (03) 9890 1002, Fax (03) 9899 0076] published three annotated guides to books published from 1988-1993.

• 'The Dreamtime in Australian Aboriginal Art and Traditional Stories' • 'Homecoming Journeys: a story to tell' • 'Writing From The Edge'.

Suggested references are taken from these books.

1) 'The Speaking Land: myth and story in Aboriginal Australia', 1989, Ronald Berndt & Catherine H (398.2049915BER) 2) 'Tjarany Roughtail: the Dreaming of the roughtail lizard and other stories by the Kukatja', 1992, Gracie Greene 3) 'The echidna and the shade tree', 1991, Mona Green 4) 'Nungadin & Willijen', 1992, Mary Haginikatas & Percy Trezise 5) 'Australia', 1991, Sheila Hatherley 6) 'The story of the falling star', 1989, Elsie Jones 7) 'Enora and the black crane', 1991, Raymond Meeks 8) ' The flying emu and other Australian stories', 1992, Sally Morgan 9) 'When the snake bites the sun', 1991, David Mowaljarlai 10) 'Yorro Yorro: spirit of the Kimberley - everything standing up alive', 1993, David Mowaljarlai, [994.140049915MOW] 11) 'Legends and landscapes', 1990, Noonuccal Oodgeroo, [398.2049915] 12) 'Tiddalick the frog', 1990, Susan Nunes 13) 'Wunambi the water snake', 1991, May O'Brien 14) 'The secret of dreaming', 1988, Jim Poulter 15) 'Black duck and water rat', 1988, Percy Trezise 16) 'Dunbi the owl', 1991, Daisy Utemorrah 17) 'Platypus and kookaburra', 1987, Rex Ingamells 18) 'Jalygurr: Aussie animal rhymes', 1987, Pat Torres 19) 'Do not go round the edge', 1990, Daisy Utemorrah

APPENDIX 8: - RELATIVE RESEARCH SHEET: A - RESEARCH: 1) Full name of relative who has died 2) Date of birth of relative 3) Names of relative's:

parents brothers sisters

4) Date relative died 5) Year and age relative went to school 6) Year and age relative left school 7) First job relative had 8) If married 9) If a parent, names and dates of birth of children 10) Date relative's children died (if applicable) 11) Other

date of wedding name of wife/husband

B - TIME LINE 1) A time line must have a scale. Establish this by working out the relative's age at death.

•For example - born 26/9/35 - died 12/2/95 = rounded off to 59.

2) Then, select the total length of the time line: •For example = the height of an A-4 page = 25cm approx.

3) Using calculators, divide the age of the relative (i.e.. 59) by the number of centimetres (i.e.. 25) to establish a scale of 2.5 yrs - 1cm.

4) Mark each life history event at the appropriate place on the time line and illustrate the event (or write a short descriptive phrase).

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APPENDIX 9: - FAMILY TREE DRAFT: MOTHER'S MOTHER / MOTHER'S FATHER FATHER'S MOTHER / FATHER'S FATHER (grandmother)

(grandfather)

(grandmother)

(grandfather)

MM date born/died

date born/died

date born/died

MOTHER or STEPMOTHER

date born/died

FATHER or STEPFATHER

M

date born/died date born/died

STUDENT

SISTER

date born/

SISTER

BROTHER

BROTHER

etc

date born/ date born/ date born/ date born/ died died died died died

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Other Julie Boyd Publications: http://julieboyd.com.au/ http://www.linkedin.com/in/julieboydedu

How do cycles in life act as feedback loops in systems?

A Lower Primary Integrated Unit National Curriculum - BAND A; LEVELS 2/3 Grade 3.

• Studies of Society and Environment • Science • The Arts • English • Technology • Mathematics

Written by Miranda Armstrong and Julie Boyd • daily cycles • birth and death • traditions for the future • seasonal family celebrations • ancestry

• a seasonal changes in plants • plant growth • germination • ecological issues • life in a tree • traditional stories • things made from trees • life in a hollow log • mythologies • food chains • life cycles • weather cycles • harvests from trees • energy & water cycles • traditional animal stories • nitrogen and carbon cycles

CYCLES AFFECTING GROWTH MORAL DEVELOP-MENT • spirituality • value realisation • social justice • self esteem • literacy • interaction • communication

• environmental awareness • interdependence • partnership • fluctuating cycles • sustainability

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• social groups • history • basic maths • inclusive attitudes • inter-personal skills • active listening • participation

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