Students Will Identify and Deepen Their Knowledge of Indigenous Bush Food

Students Will Identify and Deepen Their Knowledge of Indigenous Bush Food

Activity

Bush Food

Key Learning

Students will identify and deepen their knowledge of Indigenous bush food.

The Australian Curriculum

Geography / Geographical Knowledge and Understanding
The types ofnatural vegetationand the significance of vegetation to theenvironment and to people(ACHGK021)

Thecustodial responsibilityAboriginal and Torres Strait Islander Peoples have forCountry/Place, and how this influences their past and present views about the use of resources(ACHGK023)

The natural resources provided by theenvironment, and different views on how they could be used sustainably(ACHGK024)

Science / Science as a Human Endeavour / Use and influence of science
Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management(ACSHE121)

Scientific knowledge is used to inform personal and community decisions(ACSHE217)(ACSHE220)
/ Cross-curriculum priorities / Aboriginal and Torres Strait Islander histories and cultures
Country/Place
  • Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place throughout all of Australia.
  • Aboriginal and Torres Strait Islander Peoples have unique belief systems and are spiritually connected to the land, sea, sky and waterways.
Culture
  • Aboriginal and Torres Strait Islander Peoples’ ways of life are uniquely expressed through ways of being, knowing, thinking and doing.
  • Aboriginal and Torres Strait Islander Peoples have lived in Australia for tens of thousands of years and experiences can be viewed through historical, social and political lenses.
People
  • The broader Aboriginal and Torres Strait Islander societies encompass a diversity of nations across Australia.
  • Aboriginal and Torres Strait Islander Peoples have sophisticated family and kinship structures.
Cross-curriculum priorities / Aboriginal and Torres Strait Islander histories and cultures

Discussion Questions

  1. In your own words describe what bush tucker is.
  2. What Australian state are the kids from in the BtN Bush Food story?
  3. Why is it important to Rod that he teaches the kids in his family about Aboriginal culture, customs and bush foods?
  4. Yulagi are also referred to as...
  5. Wild mushrooms
  6. Wild bananas
  7. Wild limes
  8. Describe what a witchetty grub tastes like.
  9. How is a didgeridoo hollowed out?
  10. What do Indigenous people use native plants for?
  11. Have you tried bush tucker? If so, what did it taste like?
  12. How does learning about bush tucker benefit the younger generations?
  13. What did you learn from this story?

Activities

Remember and Understand
  • After watching the BtN Bush Food story hold a class discussion.Find out what your students know about bush tucker, what they learnt from the story and what questions they have about the topic. Here are some discussion starters:

Classify
  • Ask students to discuss in small groups what they know about bush tucker and give examples of them. As a class make a list of different types of Indigenous bush tucker.Students will conduct further research one type of bush tucker and then record their findings in the following table.

Further Investigation

Create your own bush tucker garden at your school. Find plants that are native to your school area. Take a look at BtN’s Bush Tucker teacher resource for more information.

 Related Research Links

ABC Open – One foot in each culture

The Royal Botanic Gardens and Domain Trusts – Aboriginal Bush Foods

http://www.rbgsyd.nsw.gov.au/plant_info/aboriginal_bush_foods

ABC Splash – Making a garden for students

Behind the News – Bush Tucker

Behind the News – Bush Tucker activity

©ABC 2013

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