Background Information

Content information:

The activities in this unit will help you to explore key aspects of Aboriginal and Torres Strait Islander histories and cultures. Exploring Aboriginal and Torres Strait Islander perspectives with your children will benefit both First Nations and non-Indigenous children.

For any Aboriginal and Torres Strait Islander children in your centre, exploring their culture plays a key role in their development, identity and self-esteem, and contributes to the overall well-being of the child.

For non-Indigenous children, embedding Aboriginal and Torres Strait Islander perspectives in their early education experiences is fundamental in creating inclusive and accepting attitudes, and positive race relations. These perspectives are also about celebrating different cultures and the uniqueness of individuals. It is enriching for children to experience the different perspectives and diverse human experiences other cultures can bring to the melting pot.

For more information about why you should aim to embed Aboriginal and Torres Strait Islander perspectives at your centre - including terms of reference and cultural protocols - visit Cari n g for Country – Learning for Educators.
To access more activities to support you in exploring and embedding Aboriginal and Torres Strait Islander cultures and histories in your centre and activities, click here.

Before beginning this activity, it is strongly recommended that you complete the Tuning In Introductory Lessons. These activities will guide you to find out more about the Traditional Owners of your area. Having this information will support you in authentically embedding Aboriginal and Torres Strait Islander perspectives in your room and centre as well as guiding you to build genuine relationships with the Traditional Owners of your area.

Part A: Discussion

Step 1.

Half fill a clear plastic bottle with water.

Invite children to sit down in a circle and engage them in a discussion around the following questions, using the bottle of water to stimulate discussion:

I wonder what water looks like?
I wonder what water feels like?
I wonder what water sounds like?
I wonder what words we could use to describe how water sounds? For example, splish, splosh, splash, splat, drip, bubble, gurgle, glop, glug, plop, whoosh.

Step 2.

You can then ask children the following:

I wonder if you like playing with water?

To find out more about how these types of questions help with oral language development, click here.

Part B: Activity

Step 1.

Explain to children that they will now play some games with water. You could:

Waterdrop! Fill a bucket with water and place it on one side of the yard and draw a line to show the water level in the bucket. Place an empty bucket on the other side of the yard. Invite children to take it in turns to fill a plastic cup with water from the bucket and transport the water to the empty bucket. When all children have had a turn and the first bucket is emptied, pour the water from the second bucket back into the first bucket - does the water still reach the line? How much water did you lose?
Play Yiri! ‘Yiri’ means to throw in the language from around Sydney (this game is known from Ulladulla in New South Wales, and Dunk Island in Queensland). In this game, you fill a bucket or tub with water and throw different objects into the water to see which ones float and which ones swim. Make a selection of objects made from different materials that you are happy getting wet (such as sticks, leaves, stones, shells, toys, cutlery etc). Invite children to take turns in selecting an object and before throwing it in the water to guess whether they think it will sink or float. Then test it!
Taste test! Fill three or four jugs with water and add some different fresh fruit/veggies/herbs to each jug (for example strawberries, slices of orange, or cucumber, or mint, considering any allergies children might have. You could also create one with a bush tucker flavour if you have access to native bush tucker plants). Label each jug with its flavour and allow some time for the flavour to infuse into the water. Then use a ladle to remove the fruit/veg/herbs. Explain to children that each of your jugs of water has been flavoured and it’s their job to guess what the flavours are! Pour a little bit of water into cups and invite children to taste the water and guess what flavour it is - who guesses correctly?!

Part C: Possible Lines of Development

Children may have their own ideas about how to extend this activity, or you could consider the following:

Evaluation

Complete an analysis of learning, listing evidence about:

Belonging	Finding something of interest
Communication	Expressing an idea or feeling
Exploration	Engaging with challenge and persisting when difficulty arises
Wellbeing	Being involved

Caring for Country: Water Games

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