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Lauren Richards: So, the Mallee fowl story really originated from Anthea and Rita last term, after they'd just learned about it, and they were so passionate about it, they thought, "Why don't we bring it into the school? The kids can start learning about it". So they started thinking about it last term, and then this term, we've really talked about it. We've looked at the Martu calendar. We've created a whole inquiry project on it.

Anthea Cutter: [inaudible 00:00:24] Which tells them that the little hen mother builds its nest and rake the little thing to put it all in the nest.

Rita Cutter: You start from the tjina, from what animal last she taught me, or from what animal they connected the tjina to. Like [foreign language 00:00:48], this is a [foreign language 00:00:49], this is a [foreign language 00:00:50]. Turkey. Even though Turkey and Emu might be the same sort, but in a way, it's a little bit different. Even a Mallee fowl, it's a little bit different. They've got that, like that. We'll show you the track when we get out. That's important for kids on country if they're going to pick whatever they want to track.

Lauren Richards: It's going to lead into a huge inquiry, even in the weeks following, we'll still go and follow up about it and see if we can get some camera footage of the babies coming out of the nest, and the kids are so excited about it.

Indigenous Ecological Knowledge

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Lauren Richards:  So the connection to curriculum is really important, obviously linking Mardu culture with the Western science. With the Science Pathway Program it really provides that link between Mardu science and Western science, allowing us to see the connections, to see activities and resources that would link the two sciences together. Without it we'd have to look at just the Western science, the Western Australian Curriculum, and find our links, which can sometimes be a little bit difficult to do without that Science Pathways Program. It's about speaking with local elders, with teachers, finding planning resources, planning excursions, things like that, and then doing the pre-learning. They're learning on country, the post-learning activities and the evaluation for it.

Planning connecting to curriculum

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Speaker 1: Do you think a little bird would make a big nest or a little nest?

Students: Little!

Speaker 1: A little nest! We're going to see tomorrow, boys and girls [crosstalk 00:00:20] we're going to go a long way to find it. Boys and girls, today, you're going to do a little activity sheet for me. I think that the malleefowl nest will be as big as a...as big as a car?

Students: No!

Speaker 1: As big as a water bottle?

Students: No!

Speaker 1: As big as this carpet?

Students: No!

Speaker 1: As big as a frog? That's a good idea! If you can think of something that it's going to be as big as, what are you thinking? Boys and girls, once you've written your sentence and you've thought about what it could be as big as, you're going to draw your picture, showing me what it's going to be. How big is it going to be? So you might draw, if it's the size of a football, you're going to draw your football and maybe the nest next to it.

Students: [inaudible 00:01:38]

Speaker 1: My super interesting question and this, Mr. T might find this really interesting. Some of you thought the nest might be in a tree. Some of you thought that the nest might be on the ground, like emu nests. I'm going to ask you if you think the nest tomorrow will be in the tree or on the ground. So can you pop your hand up? And when I ask you, I want you to have a think, is it going to be in a tree or on the ground? Regina? What do you think? Tree?                 Cody?

Cody: Ground.

Speaker 1: Tyler? [inaudible 00:02:14] On the ground. Now, why do you think for those who said tree, why do you think the nest will be in the tree?

Students: Because its comfy and safer.

Speaker 1: Oh, because it's comfy and safe there. That is such a good idea. So animals are the predators, things that might eat it. Can't get up there, such good ideas boys. Jeffrey. Why do you think? [inaudible 00:02:41] Yeah? Why did you think it was going to be on the ground, Ty?

Tyler: Because they can't fly.

Speaker 1: Because they can't fly! Ooh, that's a very good idea. So people might go threaten their nest. That's why they might put up in the tree. Yeah. Why do we think, other kids that put ground, why did you choose ground? Who else chose grounds? Cody. Why do you think ground? [crosstalk 00:03:13] Boys and girls!

Cody: If they're on the ground they can put the nest in very...Like if they get certain stuff, they can make it camouflage?

Speaker 1: Oh, they could camouflage it on the ground. So birds flying up high, maybe like eagles, they can't see that the nest is under there. Jeffery? [crosstalk 00:03:35] They might have a cave? Oh, so it's all buried underneath?

Students: Like people can't see it?

Speaker 1: Oh, so people walking, they won't be able to see the nest and then take the eggs.

Students: Nice and warm.

Speaker 1: They're nice and warm. Good job, boys and girls. So we're going to see tomorrow who was right. Was it a nest in the tree or was it a nest in the ground? We will see. Boys and girls just quickly, does anyone have any questions that they would like to know about malleefowls that they're thinking, "I'd really like to know that", and someone had one great one before...Do malleefowls fly? What a great question. Jeffrey.  

Preparation in class: Questioning and predicting

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Teacher: Oh, okay.

Tyler: Okay. When you see a snake or a predator, you always runaway and tell a teacher.

Teacher: That's right.

Tyler: Or if you find a baby bird, don't touch it.

Teacher: Yes, and why should we not touch it?

Tyler: Because if you touch it, the mother won't know it's smell.

Teacher: That's right. So, it's going to smell like us and then the mom won't come back to it. That's right, Tyler. All right, turn that way and say to the statues, "Bye, [Laluna 00:00:25]!"

Class: Bye, Laluna! [inaudible 00:00:31]

Teacher: I know.

Class: [inaudible 00:00:37]

Teacher: Walk up a little bit, and then we turn in.

Class: We're going to turn in up-

Teacher: Spiderweb.

Teacher: See all this? [foreign language 00:00:52] Through here he brought all them little bushes and twigs and water to his nest. Well, yeah don't touch nana, and chuck him this. It'll close it then, which his [inaudible 00:01:24] and it'll come and check that middle where that little round one. He'll come back and check that. If it's warm in there, he'll have eggs in there. If it's warm temperature, you know he had that... Yeah he can keep it warm, don't want to leave the nest, but this one they're different. They scratch inside and have a look. If it feels warm.

Teacher: Okay all the kids in red we'll have to do this back at the car. Lovely.

Teacher: [inaudible 00:02:03] And what types of things can you see that they put in here to make their nest? What can you see Virginia?

Class: [inaudible 00:02:14]

Teacher: [inaudible 00:02:15]? Yes, Trudy?

Class: Some leaves.

Teacher: Some leaves. Ty?

Class: Sticks.

Teacher: Sticks. Freddy?

Class: Sand.

Teacher: Sand. Lots and lots of sand isn't it.

Class: There are sticks.

Teacher: Sticks. Any other ones? Trevor?

Class: [inaudible 00:02:35]

Teacher: Yeah, [inaudible 00:02:35]. There were some feathers, there were some branches of the tree.

Class: Some bugs.

Teacher: Some bugs. There's lots and lots of things so boys and girls, your job now is to pretend like you are the little [inaudible 00:02:43] and you need to make your own nest. So you need to have a think about gathering... What do you need to make a nest like this?

Class: Can we start digging the hole first?

Teacher: Well we're going to do it back at school so you're going to start collecting things. We're not going to collect them here, we're going to go back to the car area and collect them but I want you to have just a little wander around here, and have a think. What would you collect? If you were the [inaudible 00:03:06], what would you get to make your own nest?

Class: Are we going to go into groups to make this?

Teacher: Would you like to do it in partners?

Class: Yes.

Teacher: Yes so find a partner, and where I can see you you can go have a look for some things thinking... Don't pick them up just have a think in your head.

Class: Yeah and then we can make the nest tomorrow together?

Teacher: All that, litter there too. All up on the grass, everything. Then he started with the [inaudible 00:03:35]. This is a [inaudible 00:03:37]. All that twigs in there, they collected it all carefully. Even right [00:03:45] water. And what else they liked? He mostly got a [inaudible 00:03:55], and that water over there.

Class: Get three handfuls each. [inaudible 00:04:02]. Three handfuls each.

Learning on Country

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Speaker 1: Do you remember yesterday when you pretended to be a little malleefowl? And you went and collected all your different items to make your beautiful nest. Today [Shanina 00:00:16] what you're going to do is you're going to take out your items and have a sort through, have a find. Can you see seeds they might eat? Can you see any bugs? What can you find in your bucket that you might either make your nest with or, as a malleefowl, you might eat.

Speaker 3: [inaudible 00:00:31].

Speaker 2: Okay well.                 Take this, try to stick it right next to that... perfect. Wonderful. Now, ask if there's an example of a wama tree. Something from a wama tree.

Speaker 1: Have your bucket and then we're going to go over [crosstalk 00:00:56] to this side.

Speaker 4: I'm ready.

Speaker 5: [inaudible 00:00:56].

Speaker 10: And blast off.

Speaker 5: Blast off.                 Leave a circle in there. So he can lay his eggs.                 Some little bird [inaudible 00:00:56]-

Speaker 9: One meter and?

Speaker 4: 60 centimeters. One meter and 60 centimeters.

Speaker 9: Yeah, well done. One meter and 60 centimeters.                 Okay lets count the red numbers on the... And we've got... There's two in the middle, here's three. Let's count out to here. I think it gets to four doesn't it? Four meters, wow.

Speaker 4: That has to go one meter and 60 centimeters.

Speaker 9: [inaudible 00:02:08] so we know that malleefowls...

Speaker 4: Four meters.

Speaker 9: Four meters, that's right. Close. Wow actually.

Speaker 4: [crosstalk 00:02:18] one meter and 60 centimeters.

Speaker 9: Good maths, you're going to...

Speaker 2: Okay, who remembers this game called a running dictation?

Speaker 7: What? Say that again.

Speaker 4: Running dictation.

Speaker 2: Running dictation where you've got two of you, you're in a pair, okay?

Speaker 4: Oh I know, I know. When you go there and you go here and get the same word.

Speaker 2: Right, so you've got to do this one as a test of your memory. Okay.

Speaker 8: [crosstalk 00:02:48].

Speaker 2: On your marks, get set, go. Well done [Shanina 00:03:03]. Very good. Okay so [Shanina 00:03:07] tell her to go over to [Anthea 00:03:07]. So I think that was one to the girls.                Jolly good [Shanina 00:03:22]. Okay, well done. Everyone come back on. 

Follow up learning in class

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Class: ... two interesting facts about the malleefowl.

Mr. T: Okay, let's say it together. One, two, three.

Class: We are learning to say two interesting facts about malleefowl.

Mr. T: You're going to memorize two. So what I'm looking for today is two facts. Everyone's going to say two facts, okay? Listen to Mr. T first. They cover their eggs... Ty. They cover their eggs with leaves, twigs and sand. Go.

Shanina: They cover their eggs with leaves, twigs and sand.

Mr. T: Beautiful intonation. Can we all say, "Beautiful intonation, [Shanina 00:00:40]."

Class: Beautiful intonation, Shanina.

Mr. T: So you learned two interesting facts about malleefowl. Well done, everyone. I want you to give yourselves a pat on the back. I want you to shake the hand of the person next to you and say, "Good teamwork."

Class: Good teamwork.

Mr. T: Okay, everyone, off you go. Thank you very much.

Class: [crosstalk 00:00:58]

Reflection and sharing of the learning

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