Right Under Your Nose: YEAR 1 - HASS - Elaborate

When the power goes off, Big Cuz, Nanna, Little J and Old Dog go to the beach. They use bread to catch hermit crabs, which in turn are used to catch a ‘bluebone’ fish. Big Cuz learns how to fish, Nanna makes a fire to cook the fish, and Little J finds a large clam shell to take to school the next day.

Elaborate - Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location

Theme - PLACE

Revisit Little J & Big Cuz, Episode 4 ‘Right Under Your Nose’, and concentrate students’ attention on the sea environment. Talk with students about their observations of the type of fish, crab and clam that Little J, Big Cuz, Nanna and Old Dog found on the beach. Each of the objects represent different ecosystems within the beach environment.

Divide the class into seven groups and have each group select a state of Australia which has a coastal environment.(As the ACT doesn’t have a coastal environment, it is not used here)

The group can view a map of the state or territory and decide on a (well-known) beach environment to investigate. Each member of the group should select a different geographical aspect to focus on and find information to contribute to the group project. The group should also develop an inquiry question/s to respond to, such as:

  1. Why is this place special to the Aboriginal peoples and/or Torres Strait Islander peoples?
  2. What are the different geographical features of this place?
  3. How can we care for this place?
  4. How have the features of this place changed over time?

Places with well-known coastlines include:

  • The Great Australian Bight (SA)
  • Eyre Peninsula (SA)
  • Torres Strait Islands (Qld)
  • The Great Barrier Reef (Qld)
  • Tiwi Islands (NT)
  • Casuarina Coastal Reserve (NT)
  • Broome (WA)
  • Monkey Mia (WA)
  • King Island (Tas)
  • Macquarie Harbour (Tas)
  • Botany Bay (NSW)
  • Byron Bay (NSW)
  • Great Ocean Road (Vic)
  • Wilson’s Promontory (Vic)

Geographical knowledge/concepts for students to include:

  • a map of the coast and the location of the beach (including compass points and scale)
  • the type of beach it is, including a cross-section with the names of the beach zones and sea levels
  • details of marine, bird and animal life prevalent in the area, and any fishing industries
  • the type of terrain surrounding the beach, and any change that has happened over time
  • name of the local Aboriginal custodians and/or Torres Strait Islander custodians, and any stories associated with their totems relevant to the beach and/or sea
  • reason/s why tourists would come to visit this beach and/or coast.

The groups can elect to complete the project as a report using a presentation tool, such as PowerPoint, videoed News Report, or an Online poster (Glogster), etc.

Access examples of the elaborate Dhari headdresses of Torres Strait Islander peoples, which celebrate various sea totems. In particular, show students the artwork of Ken Thaiday who designs contemporary headdresses to be worn in traditional dances. Explore the stories and meaning of the headdresses, particularly his totem, the shark

Examples of Dhari or Krar (headdress or mask) from the Torres Strait Islands:

Ask each group to design and construct their own headdress for the beach they have already investigated in the previous activity. Using found objects, particularly recycled ice cream containers, nets, fishing line, etc., construct the base of the headdress, and use modelling wire, pipe cleaners or cane to construct the extensions from which specific objects can be hung. Conduct a parade of the headdresses and have the student share their stories about their creations with the class.

To further engage with Torres Strait Islander culture, Invite students to play: