Kep in Our Boodja

Overview

In this first lesson of the unit Ocean Connections: Water and Life, students begin “on country” at a local water source. They learn that kep (water) is sacred and essential for life on boodja (country) by observing water up close, exploring simple properties, and listening to a Noongar story about water’s creation.

Learning intentions

Students will:

• recognise kep (water) as important for life on boodja (country)
• explore and describe observable properties of water (such as cold/warm, clear/cloudy, moving/still)
• learn and use Noongar words related to water-related concepts (at least 3)
• listen respectfully and respond to cultural teaching through discussion and a shared activity

Success criteria

Students can:

• use at least 3 Noongar words for water-related concepts (for example: kep, boodja, moorditj (small water/stream as appropriate), kaartdijin (cloud/rain ideas as appropriate), whadjuk (Noongar language group reference if used by your community)
• explain why water is important for living things (food, drinking, growing)
• participate safely in hands-on and outdoor activities and follow on-country guidance

Curriculum links

• Science (Year 1): observe and describe everyday phenomena and features of the natural world using senses and simple language (supporting the start of the unit on water and life).
• Two Way Science approach: begin with place-based learning on country and connect scientific observations to Aboriginal cultural knowledge, including listening and respectful response.
• Humanities/History (Foundation–Year 1): recognise the importance of Country/Place to First Nations Australians and identify the local area the school is located on, supported through invited local knowledge and language.

Lesson structure (60 minutes)

1. 0–10 min · Welcome on country. Teacher welcomes students and introduces the purpose of being at the water source respectfully. Students sit in a circle, listen, and answer one prompt: “What do you notice about the water right now?”

2. 10–25 min · Language connection and safety. Teacher introduces 3–5 Noongar words for water-related concepts with gestures and objects (for example kep = water, boodja = country/ground; add one more word your local knowledge plan supports for local water). Teacher also states on-country boundaries and safety rules (stay with buddy, no drinking unless invited/approved, hands washed/cleaned after touching water). Students repeat the words as a choral practice and point to the water when hearing kep.

3. 25–45 min · Sensory exploration: “Water Feelings”. Teacher sets up stations at the edge of the water (or uses collected safe cups if needed): students touch/observe water carefully using gloves if required, and look for differences between still/moving and clear/cloudy. Students complete a simple observation sheet with picture choices: cold/warm, clear/not clear, moving/still and say one sentence with a stem: “The kep is ____ because I can ____.”

4. 45–60 min · Properties sharing (whole group). Teacher draws a class chart: “Our kep observations” and records student words (keeping spelling child-friendly). Students share in pairs then contribute one idea to the class chart. Teacher restates connections: “Because kep has different properties, it helps different life in different places.”

5. 60–75 min · Traditional story listening. Teacher tells a traditional water creation story using story cards or a short retelling, pausing for culturally respectful check-ins. Students listen quietly, then respond with a gesture option: point to water card, show “more/less”, or hold up a feelings card (happy, calm, curious).

6. 75–85 min · “Why water matters” mini inquiry. Teacher asks guided questions linked to living things and basic needs: “What do plants need? What do animals need? Where do they find it?” Students add one sticky note/picture to the board under: people / animals / plants / everything living.

7. 85–95 min · Reflection: respect and gratitude. Teacher leads a short reflection: “What should we do to look after kep and boodja?” Students choose one action card (for example: don’t litter, keep water clean, share respectfully) and explain it using sentence starters: “We look after kep by ____.”

8. 95–100 min · Exit ticket. Students answer individually (or with teacher support):

• Write/draw: “Kep helps living things because ____.”
• Circle at least 3 Noongar words used today (or match them to picture cards).

Resources

• on-country permission and local guide contacts (prepare in advance, follow school protocols)
• gloves (optional), spare towels, hand wipes, rubbish bags
• simple water station trays/cups (only if safe and approved)
• picture-based observation sheets (cold/warm, clear/not clear, moving/still)
• story cards with large pictures and key Noongar words
• class chart paper/whiteboard and sticky notes or magnetic picture icons
• Noongar word cards with gestures (and optional bilingual sentence starters)
• buddy system labels and first aid kit

Assessment

• Observation checklist during sensory exploration: student participates safely; uses at least one key Noongar word
• Teacher listen-and-record during sharing: can describe one property using observable language
• Exit ticket (quick draw/write): identifies at least 3 Noongar words and gives a reason water is important

Differentiation

• Support (for emerging language learners / students needing scaffolding):
• use picture word cards and sentence stems (“The kep is ____.” / “Kep helps ____.”)
• provide a paired buddy and allow pointing instead of full sentences
• Kinesthetic support (for sensory/active learners):
• “Water Feelings” station uses touch/observation with gloves and clear routines
• movement break before story listening (quick circle stretches)
• Advanced learners:
• prompt deeper cultural questions respectfully (for example: “What happens to kep when it changes?” or “Why might some places be special for water?”)
• Additional needs (SEN/EAL):
• reduce verbal demands by allowing diagram responses and word-matching
• pre-teach 2–3 key words during arrival (before leaving classroom/meeting point)