Integrated Curriculum Unit: The Murray River. Upper Primary Grades

UNIT PLAN OUTLINE: This unit using the original Unit 2 The River Murray in MurrayLink – an educational resource for schools, published by the River Murray Urban Users Committee and the Murray Darling Association 2000, shows how units can be adapted to the SACSA Framework.

It uses the Unit Plan based on the Julie Boyd Model that is on the SACSA Website at www.sacsa.sa.edu.au to incorporate details related to the SACSA Framework 2001.

TOPIC:

The River Murray

SUMMARY: In this unit students consider how the River Murray has changed over time. An enquiry learning seven stage model is used to investigate the river through sequenced activities.

The unit begins with activities designed to familiarise students with the river as it is today in the ‘Tuning in’ stage.

It goes through activities in stages titled - ‘Preparing to find out’ ; ‘Finding out’ to ‘Sorting out’, where the students in groups, analyse and synthesise their collected information into a meaningful presentation. As well as a number of whole class activities, students work in small groups, with each group investigating a specific issue affecting the River Murray. These are brought together to tell a story, with a narrator linking the presentations in the stage ‘Going Further’.

The unit concludes with activities looking at a Futures perspective where students ‘Make connections’ and decide how through ’Taking action’ they can communicate their concerns about the River Murray and what they want in the future.

There are eleven different activities set out under the seven stages (see page 5 – Activities/ Tasks ). The resource sheets referred to, are in the original hard back copy of the unit in MurrayLink – an educational resource for schools.

TIME for unit in weeks: BAND: Middle Years MAIN CONCEPT to be developed through this topic: The River and its environments has been harmed over time by various impacts, which can be modified and avoided with understanding and care

LEARNING AREAS: • Society and environment Strands: Time, continuity and change Place, space and environment Social systems

•

English Strands: Texts and contexts Strategies

KEY IDEAS •

from Curriculum Scope]

Society and environment Strand: Time, continuity and change Students use timelines, calendars and diagrams to illustrate and sequence events and processes, genealogies and kinship systems.

[T] [C] [KC3] [KC5] Strand: Place, space and environment Students examine natural and social environments in local and global communities, analysing patterns, systems and relationships.

[In] [T] [KC1] Students use a range of resources and technologies to gather and present information. They develop mapping and graphing skills to represent observable features in the environment. [T] [C] [KC1] [KC2] [KC5] [KC7 Students consider sustainability and care of resources and places as they explore how people’s attitudes and values affect their interactions with natural features and cycles. [F] [In] [KC6] Strand: Social Systems Students begin to understand the importance of data collection for social decision-making, and develop skills of investigation, collection, analysis and presentation of data in various ways in order to achieve identifiable outcomes. [In] [T] [C] [KC1] [KC2] [KC5 Students examine different kinds of decisions that are made by people. They analyse who makes these decisions, why they are made and what impacts they have on various groups in society, considering fairness for all.[F] [In] [T] [C] [KC1]

•

English Strand: Texts and Contexts Students understand and respond to the ideas and viewpoints of others, and extract specific information when listening to a range of texts. They produce an increasing range of spoken texts about topics and issues of interest, and interact with audiences for particular purposes in schools and the community. [T] [C] [KC2 Strand: Strategies Students integrate several reading/viewing strategies to locate and compare information, identify resources, and meet own personal reading goals. [Id] [T] [C] [KC1 NOTE: There are 8 key ideas listed here. Although aspects of the unit can lead to these understandings, it may be better to concentrate on one or two only. This is the teacher’s decision.

LEADING TOWARDS OUTCOMES: [from Curriculum Standards] •

Society and environment: Strand: Time, continuity and change 3.2 Researches and discusses the importance of understanding events and ways of life of some past periods, using primary and secondary sources. [T] [C] [KC1] [KC2] Strand: Place, space and environment 2.4 Shows and reports on understanding of the interrelationships between natural and built environments, resources and systems. [In] [T] [KC2] 2.5 Uses symbols, maps, models and flow charts to describe the location of places and demonstrate relationships. [T] [C] [KC2]

2.6 Understands that people cause changes in natural, built and social environments, and they act together in solving problems to ensure ecological sustainability 3.4 Identifies and describes significant resources, explains the threats which endanger them, and suggests strategies to combat threats. [F] [In] [T] [KC1] [KC2] [KC6] 3.5 Interprets and represents data about natural and built environments, resources, systems and interactions, both global and local, using maps, graphs and texts. [In] [T] [C] [[KC1] [KC2] [K7] 3.6 Identifies factors affecting an environmental issue, and reports on ways to act for sustainable futures. [F] [In] [T] [KC1] [KC2] Strand: Social Systems 3.11 Analyses an example of the flows in provision of a product or service, including links to resources, money, transport, technology and communication, considering fairness for human and environmental sustainability. [In] [T] [C] [KC1] 3.12 Recognises that individuals, groups or systems hold different views, values and belief ,and identifies those which contribute to the common good. [In] [T] [C] [KC1]

•

English Strand: Texts and Contexts 2.1 Listens to a range of texts to identify specific information about familiar topics and to respond to others’ views. [T] [C] [KC1] 3.1 Listens to a range of texts to develop ideas, identify diversity of opinion and to consider the appropriateness of context, purpose and audience. [T] [C] [KC2] Strand: Strategies 2.11Uses strategies for identifying resources, locating information and for reading, viewing and critically interpreting information from various written and visual texts. [Id] [T] [C] [KC1] 3.11 Selects and uses a variety of strategies for locating and recording information and for reading, viewing and critically interpreting a range of written and visual texts. [F] [Id] [T] [C] [KC1] [KC2] NOTE: These outcomes relate to the eight key ideas listed previously. the note written there applies also to the outcomes. it may be difficult to achieve all these outcomes, although aspects of this unit help towards assessing a student’s understanding

ESSENTIAL LEARNINGS In depth understandings and actions developed in the unit

Where this understanding or action is

FUTURES Students reflect on, discuss and take action

Activity 10 and 11

on shaping preferred futures. They understand that the future has a connection with the past and the present INTERDEPENDENCE Students critically examine the environmental systems of the Murray and discuss how we are all connected in some way to this system THINKING Students think logically about the issues and generate some solutions to problems they see

Activity 5 Activity 5-7 and 10 and 11

COMMUNICATION Students use communication to achieve outcomes and appreciate that values and beliefs derive from many different positions

Activity 9 and 11

NOTE: The Essential Learnings document from the SA Curriculum Directorate (J. P. Stapleton March) is very useful in determining the in depth understandings for each Essential learning.

ENTERPRISE AND VOCATIONAL EDUCATION - DEVELOPMENT OF APPROPRIATE COMPETENCIES/ CAPABILITIES: KEY COMPETENCIES KC1. Collecting, analysing and organising information: Activity 5 and 7 KC2. Communicating ideas and information: Activity 9 and 11 KC3. Planning and organising activities: Activity 6,8 and 9 KC4. Working with others and in teams: Activity 5,6 and 7 KC5 ------KC6. Solving problems: Activity 10 and 11 KC7 ------ENTERPRISE EDUCATION Students plan and organise a visual presentation on River Murray issues for display to parents and /or the community, (perhaps in conjunction with the Might Murray Musical or the River Exhibition Students can negotiate about using a venue, eg. hall, library in the school or council chambers; prepare advertising brochures and posters. This could be an alternative for Activity 11 VOCATIONAL EDUCATION OPPORTUNITY A guest speaker who works on a River Murray problem can discuss with the class his /her work and its effects. This could be an alternative for Activity 11

EQUITY CROSS-CURRICULUM •

Aboriginal and Torres Strait Islander people’s perspectives Activity 5 - Investigating how the Murray has changed over time.

WHAT DIFFERENCE COULD THIS LEARNING MAKE TO THE STUDENT'S LIFE? In South Australia particularly, water resources and the health of the River Murray and its environment is of utmost concern.

Through this unit students can become motivated to take action in their own lives to both conserve water and communicate their understandings about ecological sustainability as it relates to the River Murray. It is one of the ‘big and important issues’ for the future. Through the unit students can develop skills of mapping, research, analysis and the presentation of data for a purpose and begin to understand how decisions which affect their future are made by various people with particular interests.

School and class CONTEXT: [add details]

ASSESSMENT: is integrated into the planned and negotiated activities Formative assessment:

Activity 3: Mapping - Resource sheet 2.1 Activity 4: Setting up the enquiry - Resource sheet 2.2 Activity 7: The River Murray – South Australia’s lifeline - Resource sheet 2.4, 2.6 and 2.7 Summative assessment : Activity 9: The River Murray through the decades – presentation Activity 10: Futures Perspective - Resource sheet 2.8 Activity 11: Caring for the River - Resource sheet 2.9 NOTE: Resource sheets are located in MurrayLink at the end of the unit.

ACTIVITIES/ TASKS: Unit Sequence of suggested activities – to be planned and negotiated with students.

Tuning in 1. A bird’s eye view 2. Sharing fiction and non-fiction 3. Mapping

Preparing to find out 4. Assessing prior knowledge 5. Setting up the inquiry 6.What do we want to know about?

Finding out 7. The River Murray – South Australia’s lifeline

Sorting out 8. Deciding on ‘what’ to present and ‘how’ to do so

Going further 9. The River Murray through the decades

Making connections 10. Futures perspectives

Taking action 11. Caring for the River Murray

DETAILED ACTIVITIES Tuning In: Focus Question: What is the River Murray like today?

1. A bird’s eye view Locate the River Murray on a map then view videos about the River Murray available from the Murray Darling Association or River Murray Urban Users Committee.

Prior to viewing them students predict what they might contain. While watching the video(s) students identify: natural features of the River Murray and its surrounding area, eg wetlands, billabongs buildings and other structures in, on or near the river leisure and recreation activities on the river land use near the river how they are linked to the river.

Visit the River Murray and observe the river and the types of activities taking place on, in and around it.

Place photographs of the River Murray and/or places along the river around the room. Prepare cards that identify these places.

Students place each card next to its corresponding photograph.

Seek information about these places, such as their: location major features purpose(s).

2. Sharing fiction and non-fiction Students browse storybooks, poems and listen to songs about the River Murray. Choose a selection from this list Cazaly, Merle.

Fatchen, Max. Green, Cliff.

The Squatter Man, (novel) The Conquest of the River, (novel) The River Kings, (novel) The Further Adventures of Riverboat Bill, (novel) The Incredible Steam-driven Adventures of Riverboat Bill, (novel) Riverboat Bill Steams Again, (novel) Orphans of the Flood (young novel) Bill Jinks and the Whale (picture book) Red and the Heron Street Gang (novel)

Hammond, Joyce.

Hood, Alex.

Kernihan, Kerry.

McLean, Andrew and McLean, Janet.

The Riverboat Crew (picture book) McRoberts, Richard.

The Secret Journey (long picture book) Nesdale, Ira. Riverbend Bricky (young novel) Oodgeroo Noonuccal Ngarrindjeri Dreaming Stories, (Dreaming Stories) Stradbroke Dreamtime Angus and Robertson (short stories) O’Neill, Judith .

Jess and the River Kids (novel) Page, Michael.

The Runaway Punt (young novel) Samuel, H.J. A Saddle at Bontharambo (novel) Taylor, Lynne.

The Bend in the River (young novel) Thiele, Colin.

River Murray Mary (young novel) Yellow Jacket Jock (long picture book) Wilton, Elizabeth M. Riverboat Family (novel)

Source: White, Kerry, Australian Fiction – The Subject Guide, Milton Qld, 1993 Also locate and use a selection from the following writing by children of the Murray-Darling Basin, published jointly by the Murray-Darling Basin Commission and Primary English Teachers Association: Special Places Out Places, Our Future Special People Special Together and/or Display a map of the Murray-Darling Basin the classroom. Use brainstorming to list places students like to visit (or would like to visit) and locate them on the map. Students then prepare statements that describe the natural and human-made features and their reasons for liking these places and/or use the work sheet Resource 2.1 from the original unit

3. Mapping Prepare a large wall or floor map of Australia. Students identify location and features of the Murray-Darling Basin and River Murray.

Students use the map and other reference materials, to identify other rivers, rural townships, wetland areas, major attractions, head of the River, Murray Mouth, areas of particular cultural interest, areas of agricultural importance, location of water treatment plants, pumping towers, weirs and locks, etc.

Preparing to find out

4. Assessing prior knowledge Students record facts, feelings and opinions about the River Murray on paper strips. The teacher can place five hoops in a circle on the floor, each with one of the following statements written on a card: Things we know about the River Murray Things we like about the River Murray Things that concern us about the River Murray Things about the River Murray which are interesting and intriguing Things we would like to know about the River Murray.

Students sort their responses into the categories, and discuss the results. Bundle the responses and paste them onto a class chart.

Focus question: How has the River Murray changed over time?

5. Setting up the inquiry Explain to the class: The Murray-Darling River system is the greatest, and the most important, in Australia, though it ranks small among the rivers systems of the world. It drains over … one sevenths of the continent. Yet size is not all. It is the backdrop to much of our history, the sources of our tradition, the cradle of major primary industries and also the increasingly important source of power and water for cities and industrials.

Source: H.J. Frith and G. Sawer: The Muray Waters (1974) The Murray-Darling River system has changed since it was first settled. The ways people rely on the river, the work it supports and the services and facilities that depend on it have changed since that time. If an Aboriginal group who had an association the Murray-Darling Rivers over 30,000 years ago or a person from the days of the early European settlements visited the River system today, he or she would not recognize it.

[Use the map from the original text] .

Students work in small groups, each group finding out what it would have been like to live on or near the river during one period of our history.

Students are to work in small groups, each group finding out what the River Murray was like during one period of its history.

Use the worksheet Resource 2.2 from the original unit Each group might select a period of investigation such as: •

The ancient river as it was 60 million years ago when Australia split from the giant super continent of Gondwanaland and slowly began to drift northward

•

The Murray, 30,000 years ago, when Aborigines lived a traditional life on the River.

•

Early 1800s, when the first Europeans travelled the length of the Murray.

•

Late 1800s, when Europeans settled on the banks of the river and regulated it.

•

• • • •

The River today.

Further resources to use: The River Exhibition.

Song: There was a time, by Nick Vall from Watercare 6-10 song cassette.

Activities in Units 1 & 3, Watercare: a curriculum resource for schools 6-10. Resource 2.2 Aboriginal Perspectives Across the Curriculum, DECS, 1996. Resource 2.2, A Watery History

6. What do we want to know about?

Students form small discussion groups. Give each group a sheet with the following task: In this task you are trying to show people what the River Murray was like at a time in the past.

What would be interesting things to find out about the river?

What type of questions would you need to ask?

Students list their responses and later share these with the class.

Finding out 7. The River Murray – South Australia’s lifeline Present the following information to the students.

Water is our most valuable resource. Due to the low rainfall in South Australia, the River Murray provides a lifeline for industries and households in Adelaide, Whyalla, Port Pirie and Port Augusta, and towns and farms on Yorke Peninsula, the MidNorth and Upper South East.

In an average rainfall season, the River Murray supplies one half of south Australia’s stock, domestic, irrigation and industrial water. In a dry year, up to 90 percent of Adelaide’s water supply comes from the Murray.

The River Murray catchment in South Australia is one of the state’s most valuable regions as it supports irrigation, agriculture and tourism opportunities, which generate huge amounts of income each year.

• • • •

Students consider the importance of the River Murray to South Australia and either: make a list of reasons why South Australia is dependent on the river paint a mural or build a model and annotate it draw pictures, write poetry or a song make and annotate a collage of photographs and drawings showing where and how water is obtained.

Use Resources 2.3, 2.4 and 2.5 from the original unit Ask students what else they think the River Murray provides, eg water for recreation, water for the environment, water for the catchment, heritage sites,and ask what impacts these activities have on the River Talk with students about the following information: The environment of the Murray-Darling Basin has been greatly modified since early European settlers first moved into the area.

The unforeseen results of these actions are the degradation of many of the Basin’s natural resources. The River Murray’s water quality has been impacted on by the way: • we use the river’s water • we interact with the river’s water • we’re neglecting the river.

Impacts on the River Murray Some inappropriate agricultural methods, clearing of vegetation, introduction of hard-hooved animals, stormwater discharges, sewage discharges, pollution and litter, boat owners who run boats hard onto riverbanks of dispose of gearbox oil thoughtlessly, runoff, pesticides and herbicides, industrial discharges into the River, feral animals and pest fish eg European carp, waterweeds, overclearing, intensive irrigation, inappropriate cultivation practices, algal blooms, overfishing, inappropriate recreational activities, tampering with river flows, overuse of the River’s water.

Note: Many of these can occur upstream yet impact on River Murray water in South Australia.

Students work in small groups, each group finding out about something that has an impact on the River Murray. Each group can select an issue to investigate.

After each group has completed Resource 2.6, have them share ideas with the class, asking for any additional suggestions before proceeding with the actual investigation. Use Resource 2.7 to support personal or group investigations

Use Resource 2.6 & 2.7 from original unit

Sorting out 8. Deciding on ‘what’ to present and how to do so Restate the purpose of the investigation and students consider how they re going to bring their information together and present it so that the main points come across clearly.

Use Resource 2.7 from original unit As a class list the main issues that impact on the River Murray and decide on ways to present this information. Consider: 3dimensional models murals multimedia presentations visual displays flow charts videotaping oral presentations plays effects wheels big books posters mobiles

Going further 9. The River Murray through the decades Students form small groups, each to represent a specific period identified during the Preparing to find out stage. Students work in their period groups, using processes and ideas from the Finding Out and Sorting Out stages to prepare their presentations and impacts on the River Murray at specific periods of the river’s history.

Each group presents its re - creation of a time in the river’s history focussing on what has impacted on it in chronological order.

Link these presentations with a narrator.

Provide time for students to organise and prepare their information, including the making of visual displays, costumes, rehearsals etc.

Making connections 10. Futures perspectives Students select an issue they consider has an effect on the River Murray and/or its environment. Provide each student with a copy of an effects wheel.

Use Resource 2.8 from original unit Students write the issue in the centre of the circle and identify effects on the river, one per outer circle. Continue by writing second and third order effects and draw connecting line between effects to show existing relationships. Identify possible and preferred futures for the river using Resource 2.8.

Taking action 11.

Caring for the River Murray Focus question: How can we take action to care for the natural resources of the River Murray?

Present each group with a copy of the following statement: When you investigated the River Murray’s past and its present condition you found out about the many issues that have impacted on the river. Many people believe that the River Murray is a great place to live near or to visit. Other people believe things could be done to make it an even better place.

Ask students: • • •

What are some of the issues that concern you about the river’s health?

What causes this problem?

What could people do to help solve the problems?

Use Resource 2.8 and 2.9 from the original unit Prepare a chart to record students’ responses to the questions.

Then ask students: As well as solving some of the river’s problems, are there any other things you might like the River Murray to have so that it will be a better place for the future? Ask students to decide what ‘action’ they will take at home or at school to look after the Murray.

Students write about, draw, collect photographs and prepare diagrams to present their views. and/or Students prepare a brochure promoting their river of the future. and/or Students prepare a presentation and display for parents and friends. and/or Students listen to and question a guest speaker who works on River Murry issues.

References and resources Brusnahan, M. and Roenfeldt, R. (1998) Nana’s gift. Omnibus Books, Adelaide.

Cazaly, M. (1980) Squatter Man. Masse.

Colliver, Angela. (1998) Watercare: a curriculum resource for schools 6-10.

Crabb, Peter (1997) Murray-Darling Basin Resources. Murray-Darling Basin Commission.

Davis, Peter L. (1978) Man and the Murray. New South Wales University Press.

Environmental Flows Decision Support Program. Murray-Darling Basin Commission, Canberra.

(Pamphlet 1997) Fatchen, M. (1981) Conquest of the River. Meuthen.

Fatchen, M. (1966) The River Kings. Meuthen.

Green, C. (1981) Further Adventures of Riverboat Bill. Hodden & Stoughton.

Green, C (1979) Incredible Steam-driven Adventures of Riverboat Bill. Hodden & Stoughton.

Green, C (1985) Riverboat Bill Steams Again. Hodden & Stoughton.

Hammond, J. (1984) Orphans of the Flood. Kangaroo Press.

Kernihan, K. (1985) Red and the Heron Street Gang. Puffin.

Mackay, N. & Easthum, D. (1990) The Murray. Murray-Darling Basin Commission, Canberra.

McLean, A. and McLean, J. (1990) Riverboat Crew. OUP. McRoberts, R. (1982) Secret Journey. L & S Publishing.

Nesdale, I. (1976) Riverbend Bricky. Puffin.

O’Neill, J. (1989) Jess and the River Kids. Mammoth.

Oodgeroo, Noonuccal (1993) Stradbroke Dreamtime. Angus & Robertson, Adelaide.

Page, M. (1976) Runaway Punt. Rigby.

Pring, A. (1999) Ngarrindjeri Dreaming Stories. Department of Education, Training and Employment, Adelaide.

Restoring the River Murray. Statement on the Environment (1995) Department of Environment and Natural Resources, South Australia.

River Murray Urban User Region Local Action Plan, (1999) River Murray Urban Users Committee Adelaide.

Samuel, H.J. (1976) Saddle at Bontharambo. Puffin.

Southern Murray Basin Resource Kit (1993) Murray-Darling Basin Commission and Victoria Archaeological Survey.

State of the Environment Report for South Australia 1998 (1998) Department of Environment, Heritage and Aboriginal Affairs, South Australia,.

Taylor, L. (1987) Bend in the River. Greenhouse.

Thiele, C. (1979) River Murray Mary. Rigby.

Thiele, C. (1969) Yellow Jacket Jock. Cheshire.

The River Murray Exhibition River Murray Urban User Committee, Adelaide What’s what about series of fact sheets. No. 11 – River Operations and the River Murray. and No. 6 – Blue-green Algae in the River Murray. Department of Environment and Natural Resources, South Australia.

Wilton, E.M. (1969) Riverboat Family. Angus & Robertson.