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 Caring 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.

Invite children to sit in a discussion circle and engage them in a conversation around the following questions:

I wonder what we already know about water?
I wonder what we use water for? Lead children to the ways that we use water, including for drinking, cooking, washing and cleaning, watering our plants, giving to our animals, putting out fires etc.
I wonder where we can get water from? Begin by talking about how we can find water in lakes, ponds, dams, creeks, rivers, as well as from rain. You can then lead children to the places in your centre where they can find water.
I wonder where we can get water in our centre?
I wonder if we should be careful when using water? Lead children to the idea of saving water; our environment (including plants and animals) also need water and so we should be careful with how much water we use so there is enough for all of us.

For more information about how to support oral language development in children, click here.

Part B: Activity

Step 1.

You can now share the following song with children, explaining that it talks about some of the reasons why we should be saving water. These kids are from Halls Creek in the Eastern Kimberley region; share your map with the children so they know where the kids in the song are from:

IHHP Halls Creek - "Save the Water (Ngaba)" (youtu.be/axxdBI3BSfY)

Once complete, you could talk to children about some of the things about water and saving water that was shared in this song, including:

save the water, don't waste it
don't use too much water when you're taking a bath
don't leave the tap on when you're brushing your teeth
turn the taps off tight
if you see a leaky tap, tell an adult so they can fix it
when the rain comes the plants grow, when the plants grow the animals will come
tell everybody else about saving water!

You could also explain to children that Aboriginal and Torres Strait Islander peoples have a very strong connection to the place that they live and are from; this is called ‘Connection to Country’. Country can be described as all the things that make up the place that you live in, including the soil, plants, animals, waterways, mountains, sky and people. For many Aboriginal and Torres Strait Islander peoples Country is a part of who they are; it isn’t just something they walk and play on but is also something that is part of them. When you look after Country, you are looking after yourself. When you look after the water in your Country with, you are also looking after yourself. You could remind children of the Country they are on (refer to this map).

Step 2.

You could now work with children to do one of the following:

Create water-saving posters/artworks for your centre or for a site at your centre where water is frequently used
Create a series of symbols relating to using water that can be placed around your centre and used to remind children to save water or be safe around water (symbols could include H for hot water, a drip for turning the tap off tight etc.)

Part C: Possible Lines of Development

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

Count the number of taps at your centre: which room has the most taps?
Make your own song and/or dance about saving water at your centre. You could do it to the tune of a familiar song, such as Twinkle Twinkle Little Star.
Explore other Caring for Country Themed Activities.

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 Stories

Go to

Summary

Activity guides and printables

Activity Details

Curriculum Mapping

Resources Required

Additional Info

In this activity